ilMiilii 


mindStudies 

yoUNGTOVCHI^S 

•JEROME-ffiLLENPHD- 


UBRARf 

OF  THE 

UNIVERSriY 

OF 


Z\)c  IReaMng  Circle  XlDrari?. 


-no.  1. 


MIND   STUDIES 


FOR 


YOUNG  TEACHERS, 


By  JEROME  ALLEN,  Ph.D., 

EDITOR  OF  THE  "  SCHOOL  JOURNAL,"   (N.  Y.,)   "  TEACHERS'  INSTITUTE,"    (N.   Y,,> 
FORMERLY  PRINCIPAL  OF  THE  ST,  CLOUD  (MINN.)  STATE  NORMAL  SCHOOL. 


New  York  and  Chicago. 

E.  L  KELLOGG  &  CO., 

1891, 


Copyright,  1887, 

E.  L.  KELLOGG  &  CO.. 

New  York. 

£DtJCAXIOS  LIBB?; 


PREFACE. 


f&SI 

There  are  many  teachers  who  know  little  about 
psychology,  and  who  have  a  desire  to  be  better  informed 
concerning  its  principles,  especially  its  relation  to  the 
work  of  teaching.  For  the  aid  of  such,  this  book  has 
been  prepared.  But  it  is  not  a  psychology, — only  an 
introduction  to  it,  aiming  to  give  some  fundamental 
principles,  together  with  something  concerning  the  phi- 
losophy of  education.  Its  method  is  subjective  rather 
than  objective,  leading  the  student  to  watch  mental  pro- 
cesses, and  draw  his  own  conclusions.  Little  of  mind- 
science,  that  is  of  use  to  the  teacher,  can  be  learned  by 
reading  books.  No  subject  is  more  dependent  upon  ob- 
servation and  experiment  than  this.  When  mind-growth 
and  mental  activities  are  understood  by  teachers,  instruc- 
tion will  become  scientific,  and  not,  as  is  now  too  fre- 
quently the  case,  empirical.  If  this  little  volume  shall 
serve  to  hasten  the  time  when  teaching  shall  be  more  a  , 
profession  and  less  a  vocation,  the  author  will  have  ac- 
complished all  he  designed. 

HOW  TO   USE  THIS  BOOK. 

Edward  Everett  Hale,  in  his  book,  ^^  How  to  Do  It,^' 
discusses  the  matter  of  reading.  The  substance  of  what 
he  says  may  be  given  in  the  form  of  the  following  ten 
rules: 

1.  Don^t  try  to  read  everything.  2.  Eead  two  books 
on  the  same  subject,  one  solid,  one  for  -pleasure.  3. 
Don^t  read  a  book  for  the  sake  of  saying  ^^I  have  read  it.^^ 


4  PREFACE, 

4.  Eeview  what  you  read.  5.  Bead  with  a  pencil  in 
hand.  6.  Use  a  blank  book.  7.  Condense  whatever 
you  copy.  8.  Bead  less  and  remember  it.  9.  One 
hour  for  light  reading  should  have  one  hour  for  solid 
reading.  10.  Whatever  reading  you  do,  do  it  regularly. 
These  rules,  with  little  modification,  will  apply  to  the 
way  this  volume  should  be  used.  On  another  page  will 
be  found  a  list  of  books  which  the  author  has  made  free 
use  of  in  preparing  it,  and  it  would  be  well  for  all  those 
who  study  these  pages  to  buy  one  of  the  volumes  men- 
tioned, and  read  it  at  the  same  time  this  one  is  read. 
Discussions  of  the  topics  presented  with  others  who  are 
intelligently  interested  in  the  subject  under  consideration 
will  very  much  assist  progress,  interest,  and  comprehen- 
sion. If  any  topic  is  not  fully  understood,  it  should  not 
be  left  until  some  light  is  thrown  upon  it.  At  all  events, 
interest  will  come  from  an  under danding  of  the  subject 
discussed.  Jerome  Allei^. 

Kew  York,  May,  1887. 

PUBLISHERS'  NOTE. 

The  volumes  already  published  by  us*  have  had  an  unprecedented  sale, 
when  it  is  remembered  that  ten  years  ago  it  was  hardly  possible  to  sell  an 
educational  work.  They  have  roused  a  si)irit  of  inquiry;  better  methods 
are  being  adopted  the  whole  country  over;  in  fact,  a  New  Education,  better 
fitted  to  express  the  advancement  of  the  nineteenth  century,  is  coming  in. 
Clear  and  practical  exposition  of  the  great  fundamental  truths  of  educa- 
tion in  books  of  a  moderate  cost  and  of  good  workmanship  is  a  need  of  the 
times,  and  this  volume  is  put  forth  to  meet  it.  Other  volumes  will  follow 
and  discuss  the  subjects  of  Psychology;  Principles,  Practice,  and  History 
of  Education;  Methods;  the  Primary  School ;  the  Kindergarten;  Manual 
Training,  etc.  We  believe  that  teachers  who  seek  to  teach  in  the  highest 
style  the  art  of  teaching  has  attained  will  want  this  series. 

E.  L.  Kellogg  &  Co. 

*  Parker's  Talks  on  Teaching;  Patridge's  "Quincy  Methods,"  illustrated; 
Tate's  Philosophy  of  Education;  Payne's  Lectures  on  the  Science  and  Art 
of  Education;  Fitch's  Lectures  on  Teaching;  Shaw  and  Donnell's  School 
Devices;  Shaw's  National  Question-Book;  Kellogg 's  School  Management; 
Johnson's  Education  by  Doing,  etc.,  etc. 


CONTENTS. 


CHiPTER  PAGB 

I.  How  to  Study  Mind 1 

II.  Some  Facts  in  Mind-growth 5 

III.  Development 9 

The  First  Stage 9 

The  Second  Stage 13 

IV.  Mind-incentives 16 

V.  A  Few  Fundamental  Principles  Settled.    ...  21 

VI.  Temperaments 24 

N"ervous 25 

Sanguine 26 

Bilious 26 

Lymphatic 27 

Temperaments  in  Education 28 

VII.  The  Training  of  the  Senses 33 

A  Few  Suggestions 36 

First  Course 37 

Second  Course 38 

Third  Course 39 

VIII.  Attention 41 

Motives 43 

IX.  Perception 45 

X.  Abstraction 48 

Methods  of  Developing  the  Power  of  Ab- 
straction    51 

XI.  Faculties  used  in  Abstract  Thinking     ....  57 

The  Reason 51? 


6  CONTENTS, 


CHAPTER  PAGE 

XII.  From  the  Subjective  to  the  Conceptive      ...  61 

XIII.  The  Will 65 

XIV.  Diseases  of  the  Will 71 

XV.  Kinds  of  Memory 78 

Incidents  of  Disordered  Memories  ....  83 

XVI.  The  Sensibilities 88 

XVII.  Relation  of  the  Sensibilities  to  the  Will ....  91 

XVIII.  The  Training  of  the  Sensibilities 96 

XIX.  Relation  of  the  Sensibilities  to  Morality      ...  101 

XX.  The  Imagination 105 

XXI.  Imagination  in  its  Maturity 113 

XXII.  The  Education  of  the  Moral  Sense 117 

NoTB.~For  a  full  outline  of  Topics  and  References  see  Index,  page  121. 


BOOKS  FOR  REFERENCE  AND  STUDY. 

Philosophy  of  Education Tate. 

Theory  and  Practice  of  Teaching David  P.  Page. 

Lectures  on  the  Science  of  Education    .     .     .    Joseph  Payne. 

Talks  on  Teaching Francis  W.  Parker. 

Self-culture James  Freeman  Clarke. 

History  of  Pedagogy Gabriel  Compayre. 

Philosophy  of  Education     .    .     .     Johann  Karl  Rosenkranz. 

Mental  Philosophy Joseph  Haven. 

Teachers'  Hand-book  of  Psychology James  Sully. 

Psychology.    The  Cognitive  Powers     .    .     .  James  McCosh. 
Mental  Science  and  Culture Edward  Brooks, 


MIND-STUDIES    FOR   YOUNG 
TEACHERS. 


HOH^  TO  STUDY  MIND. 

At  first  we  must  learn  to  watch  our  own  mental  oper- 
ations. For  example,  we  can  ascertain  why  we  retain 
one  class  of  facts  better  than  others,  how  the  mind  is 
affected  by  circumstances  without  us,  and  how  by  the 
condition  of  the  body.  We  can  also  study  mind  by 
noticing  mental  phenomena  in  others.  How  do  our 
pupils  arrive  at  their  knowledge?  What  distracts  them? 
When  do  they  succeed  ?  What  interests  them  ?  There  are 
two  methods:  introspective — that  which  is  from  within ; 
the  objective — that  which  is  from  without.  These  con- 
stitute the  two  ways  by  which  we  can  come  to  an  accu- 
rate knowledge  of  mental  operations. 

At  the  beginning  it  will  not  be  easy  to  notice  accu- 
rately the  workings  of  mind.  How  can  it  be  promoted? 
Write  down  from  day  to  day  what  you  observe  in  your- 
self and  others.  You  will  probably  say  something  like 
the  :^ollowing : 

^^This  morning  a  circumstance  came  to  my  mind 
which  I  had  not  thought  of  for  years ;  nothing  seemed 


2  MIND-STUDIES  FOR    YOUNG   TEACHERS. 

to  suggest  it:  it  flashed  upon  me  in  an  instant  without 
apparent  cause.  I  will  watch  my  mind  for  other  sug- 
gestions/^ ''  I  notice  that  it  is  easier  for  me  to  remem- 
ber some  things  than  others;  for  example^  a  tune  has 
been  running  in  my  head  for  hours;  I  cannot  banish  it; 
it  is  an  annoyance  :  while  other  things  I  want  to  remem- 
ber are  totally  forgotten  at  the  yery  time  it  would  be  of 
great  value  for  me  to  remember  them/^  ''  I  notice  that 
when  I  use  a  striking  illustration  in  a  recitation^  or  tell 
an  interesting  story,  my  pupils  are  all  attention^  and  re- 
member without  an  effort.     Why  is  this?^^ 

These  suppositional  notes  will  show  what  our  readers 
who  desire  to  study  their  own  minds  must  do.  Com- 
mence at  once,  if  possible^  in  connection  with  others 
who  are  similarly  situated.  Compare  notes  frequently, 
and  in  some  quiet  hour  discuss  what  you  have  written, 
not  for  disputation,  but  to  ascertain  how  the  mind  takes 
knowledge,  how  it  thinks,  what  hinders  its  growth  and 
what  accelerates  and  stimulates  it.  Classify  the  notes 
as  far  as  possible,  and  arrange  them  under  the  heads : 
1.  OBSEEyATJo:^" ;  2.  Ii^fekekce.  You  will  infer 
many  things,  although  at  first  you  will  conclude  but 
few;  but  you  will  ascertain  that 

Mental  activity  is  promoted  hy  interest;  that 
Association  is  necessary  to  easy  memorizing  ;  that 
The  power  of  correct  reasoning  is  reached  only  by  slow 
and  careful  steps  ;  and  that 

It  is  not  easy  at  first  to  keep  the  rnind  thinJcing  on  one 
subject  for  any  great  length  of  time. 

One  mind  is  a  type  of  other  minds.  The  way  one 
thinks,  others  think.     Our  diflB.culties  are  others^  difOl- 


HOW  TO   STUDY  MIND. 


culties.  On  this  account  it  is  necessary  for  teachers  to 
understand  themselves. 

A  Few  ftuestions. — Is  mind  immaterial?  Why  do  we 
so  conclude?  "What  arguments  are  there  in  favor  of  its 
materiality?  What  is  sleep?  What  are  dreams?  What 
is  forgetfulness?  What  is  the  cause  of  the  ^^^decay^"*  of 
our  mental  powers?  What  are  the  first  indications  of 
mind?  How  is  it  known  that  a  young  child  has  mind? 
What  does  growth  prove  concerning  the  nature  of  mind 
at  first?  What  are  the  steps  in  the  ^^ growth'''  of  mind? 
What  are  the  senses?  Is  the  mind  dependent  upon 
them?  What  is  meant  by  having  ^^no  sense''?  What 
is  consciousness? 

A  Few  Facts. — 1.  That  the  mind  is  immaterial  is  as- 
sumed from  the  fact  that  it  seems  to  act  independently 
of  the  body. 

2.  From  the  fact  that  the  mind  has  no  power  of  con- 
veying knowledge  and  growing,  except  through  the 
medium  of  the  senses,  it  has  been  assumed  that  the 
mind  is  material. 

3.  Sleep  is  a  bodily  action. 

4.  Dreams  indicate  that  the  mind  is  active  during  the 
sleep  of  the  body,  because  what  is  thought  is  partly  re- 
membered during  waking  hours. 

5.  Forgetfulness  is  the  inability  of  the  mind  to  recall 
impressions. 

6.  The  first  indication  of  mind  is  shown  in  expressing 
a  sense  of  pain.  This  shows  that  there  is  at  the  com- 
mencement of  our  being  some  mental  activity. 

7.  The  mind  at  first  is  in  a  very  undeveloped  condi- 
tion. 


4  MIND-STUDIES  FOR    YOUNG   TEACHERS, 

8.  The  senses  are  the  avenues  by  which  the  mind  re- 
ceives and  gives  impressions.  Without  them  it  would 
have  no  opportunity  of  receiving  or  giving. 

9.  By  consciousness  is  meant  that  power  which  we 
have  of  knowing  and  studying  our  mental  processes, 

10.  The  mind  grows  by  means  of  the  senses. 

11.  It  has  different  faculties. 

12.  These  parts  or  faculties  do  not  all  grow  with  equal 
rapidity. 

13.  Its  principal  means  of  growth  are  through  its 
effort  to  impart  knowledge. 

14.  A  young  mind  has  certain  instincts  in  common 
with  the  lower  animals. 

15.  Mind  wherever  found  is  the  same.  Instinct 
cannot  be  studied  by  the  same  laws  as  mind. 

The  Mind. 

I.  Its  Sensibility,  (Power  of  Feeling.) 

II.  Its  TJiinTcing,  (Power  of  Knowing.) 

III.  Its  Willing.  (Power  of  Determining.) 

The  Sensibilities. 

1.  Of  the  Body : — Sensations,  Appetites,  Instincts. 

2.  Of  the  Mind  : — Emotions,  Affections,  Desires. 

Thinking— The  Intellect. 

1.  Presentatiye, Perceptio7i. 

2.  Eepreseotatiye,  -jl-  2!^^^^i'^?^     ^''^'''y' 

(  2.  Of  the  Ideal,  Imagination. 

3.  Eeflectiye,  -1  ^-  Synthetic,   Generalization. 

( 2.  Analytic,    .     .  Reasoning, 

4.  Ii^TUiTivE, Original  Conception^ 


SOME  FACTS  IN  MIND-GROWTH. 


SOME  FACTS  IN  MIND-GROWTH. 

If  it  is  important  for  the  farmer  to  understand  the 
nature  of  soils  and  vegetable  growth,  it  is  much  more 
necessary  for  the  teacher  to  know  how  the  mind  grows, 
for  a  school  is  only  a  child-garden.  In  the  soil  of  in- 
fantile nature  some  seeds  can  early  be  planted,  and  at 
each  successive  step  in  development  a  certain  method  of 
training  and  stimulating  must  be  used.  There  are  right 
and  wrong  ways;  it  is  the  duty  of  the  teacher  to  know 
the  right.  There  is  now  so  much  of  science  in  education 
that  some  correct  principles  are  fixed  as  fundamental 
and  universally  accepted.  A  few  of  these  we  will  point 
out. 

1.  Healthy  groioth  depends  upon  peoper  exercise^  on 
APPROPRIATE  subjects^  at  RIGHT  times. 

If  these  three  elements  should  be  observed  there  would 
be  an  ideally  perfect  education. 

2.  Only  the  voluntary  faculties  are  infiuenced  hy 
motives.  Attention,  for  example,  is  a  voluntary  faculty; 
motives  alone  can  influence  it. 

3.  All  natural  groioth  comes  from  healthful  exercise 
and  is  attended  with  pleasure. 

The  gratification  of  curiosity,  the  desire  of  knowledge, 


6  MIND-STUDIES  FOR    YOUNG   TEACHERS, 

the  love  of  the  beautiful  and  wonderful,  are  always  pro- 
ductive of  pleasurable  emotions.  Pain  is  always  an 
indication  of  disorder  and  wrong  somewhere.  Dislike 
and  aversion  to  certain  actions  show  a  want  of  harmony. 
When  the  gardener  is  compelled  to  prune  and  transplant, 
it  is  the  result  of  a  want  of  fitness  of  the  young  tree  to 
itself  or  its  surroundings.    It  is  the  same  with  the  child. 

4.  HaUts  are  formed  by  the  repetition  of  the  same  acts. 
By  and  by  it  becomes  easy  to  do  what  at  first  was  ex- 
tremely difficult.  When  habits  are  formed  and  fixed 
they  cannot  be  changed  except  by  the  most  long- con- 
tinued and  persistent  exercise — the  crook  in  the  body 
of  the  old  tree  is  almost  as  difficult  to  straighten.  This 
shows  us  the  great  importance  of  right  exercise  at  first, 
for  the  mental  and  moral  constitution  of  the  growing 
nature  becomes  permanently  fixed  at  an  early  day. 

5.  The  whole  mind  exists,  although  in  a  rudimentary 
state,  in  the  young  child;  therefore  every  part  of  the 
mind  must  be  touched  from  the  very  first.  JSTo  faculty 
can  be  left  untrained  to  some  future  time.  This  does 
not  mean  that  all  the  faculties  can  be  fully  developed 
from  the  first,  but  that  the  means  of  their  training  must 
be  used  from  the  commencement  of  mind-activity. 

6.  Perception  is  the  first  stage  of  intelligence.  This 
depends  upon  outward  objects;  without  them  there  could 
be  no  growth. 

li^TUiTiojsrs. — But  there  are  intuitions  not  dependent 
upon  perception.  We  know  that  the  7ne  is  different  from 
the  not-me.  When  the  child  sees  a  beautiful  object,  it  is 
pleased  because  it  has  an  intuitive  faculty  of  being 
pleased  by  it.     There  is  an  answer  within  to  that  with- 


SOME  FACTS  IN  MIND-GROWTH.  7 

out.  It  is  the  native^  inborn  faculty  of  the  beautiful 
which  may  be  compared  to  a  string  of  a  harp  tuned  to  a 
certain  tone;  when  a  corresponding  tone  is  sounded^  the 
answering  vibration  is  immediately  perceived;  but  har- 
mony must  exist  or  there  could  be  no  sympathy  in  the 
string  tuned.  This  harp-string  illustrates  the  intuitive 
sense  of  the  beautiful;  the  outward  tone  is  the  beauty 
taken  in  by  the  senses. 

These  intuitions  are  universal,  for  they  are  found  in 
the  savage  as  well  as  the  civilized.  They  are  the  recog- 
nition of  the  sense  of  the  beautiful  or  the  perception  of 
harmony.  Many  of  our  judgments  are  the  elements  of 
what  we  call  common-sense.  They  belong  to  the  nature 
of  things  like  the  axioms  of  mathematics,  as,  * '  Things 
equal  to  the  same  thing  are  equal  to  each  other. ^^ 

Some  philosophers,  like  Herbert  Spencer,  are  disposed 
to  deny  their  existence,  but  the  universal  verdict  of 
mankind  attest  theiv presence,  and  the  almost  unanimous 
testimony  of  writers  on  mental  science  provides  them  a 
place  in  educational  science. 

THE  STAGES  OP  GROWTH. 

Tate,  in  his  ^^  Philosophy  of  Education/^  gives  four 
distinct  stages  of  mental  activity: 

1.  I  perceive  a  thing. 

2.  I  have  a  co7iception  of  a  thing. 

3.  I  binder  stand  a  thing. 

4.  I  can  prove  a  thing. 

The  j^?\9^  cultivates  the  perceptive  faculties;  the  second, 
the  representative  faculties;  the  third,  the  Jcnowing 
faculties;  the  fourth,  the  reasoning  faculties. 


8  MIND-STUDIES  FOR    YOUNG   TEACHERS. 

Along  with  these  intellectual  stages  there  are  four 
steps  in  the  development  of  the  emotions  and  the  will. 

In  the  First — ^the  maximum  of  sensibility  and  the 
minimum  of  the  will. 

In  the  Second — ^a  diminution  of  sensibility  with  an 
increase  of  the  will. 

In  the  Third — a  further  diminution  of  the  sensibili- 
ties and  an  increase  of  the  force  of  the  will. 

In  the  Fourth — a  minimum  of  sensibility  and  a 
maximum  of  the  will.  See  Tate's  Philosophy  of  Edu- 
cation. 


"  There  is  a  well-marked  order  in  the  growth  of  the  intellect.  (1)  The  pro- 
cess of  attaining  knowledge  sets  out  with  sensation,  or  the  reception  of  ex- 
ternal impressions  by  the  mind.  Sense  supplies  the  materials  which  the  in- 
tellect assimilates  and  elaborates  according  to  its  own  laws.  Before  we  can 
know  anything  about  material  objects  which  surround  us  they  must  impress 
our  mind  through  the  senses  (sight,  touch,  hearing,  etc.).  (2)  Sensation  is 
followed  by  perception,  in  which  a  number  of  impressions  are  grouped 
together  under  the  form  of  a  precept.  (8)  After  perception  comes  represen- 
tative imagination.  It  may  represent  this  either  in  the  original  form  (re- 
productive imagination),  as  when  we  recall  the  face  of  a  friend;  or  in  a  new 
torm  (constructive  imagination),  as  when  we  imagine  some  historical  person- 
age. (4)  Finally  we  have  general  or  abstract  knowing,  otherwise  mariced  ofl[ 
as  thinking.  This  includes  conception,  or  the  formation  of  concepts;  judg- 
ment^ or  the  combination  of  concepts;  and  reasoning^  or  the  combination  of 
judgments,  as  when  we  conclude  that  a  journalist  is  not  omniscient,  because 
no  men  are  so."— Sully's  Hand-Book  of  Psychology. 

"  The  characteristics  of  mental  development  are  best  seen  in  the  case  of 
the  intellect.  The  growth  of  knowledge  may  be  viewed  in  different  ways: 
(1)  Under  one  aspect  it  is  a  gradual  progress  from  vague  to  distinct  knowl- 
edge. The  perceptions  and  ideas  grow  more  definite.  This  may  be  called 
intellectual  differentiation.  (2)  Again,  it  is  a  progress  from  simple  to  com- 
plex processes.  There  is  a  continual  grouping  or  integration  of  elements 
mto  organic  compoimds.  In  this  way  the  cnild's  knowledge  of  whole  locali- 
ties, of  series  of  events,  and  so  forth,  arises.  (3)  Once  more,  it  is  a  continual 
movement  from  external  sense  to  internal  thought  or  reflection.  Or,  as  it  is 
commonly  described,  it  is  a  transition  from  tne  presentative^  or  what  is 
directly  presented  to  the  mind,  to  the  representative,  or  that  which  is  indi- 
rectly set  before  the  mind  by  the  aid  of  internal  ideas.  (4)  Lastly,  this 
progress  from  sense  to  thought  is  a  transition  from  the  knowledge  of  indi- 
vidual to  that  of  general  classics,  or  from  a  knowledge  of  concrete  things  to 
that  of  their  abstract  qualities."— I6tc2. 


Development, 


DEVELOPMENT. 

THE  FIBST  STAGE. 

Ik  the  first  period  of  child-growth  the  active  faculty 
is  PEKCEPTio^sr.  There  is  little  thought  or  reflection. 
Actions  are  impulsive. 

Perception  soon  leads  to  obseryation". 

This  is  a  compound  faculty,  including  discrimination^ 
comparison,  comMnation,  and  abstraction. 

When  a  child  first  perceives  an  object  it  is  indistinct, 
mixed,  and  confounded  with  other  objects.  A  clear  idea 
of  it  is  obtained  when  it  is  separated  or  discriminated 
from  its  surroundings. 

The  first  work  of  the  teacher  is  to  aid  the  pupil  in 
getting  clear  ideas  of  things;  in  other  words,  to  cultivate 
his  discrimination. 

Comparison  must  begin  from  the  first.  The  most  im- 
portant lessons  the  child  receives  is  in  this  direction. 
They  teach  him  the  distinction  between: 


long. 

short. 

high. 

low, 

heavy. 

light. 

near. 

distant. 

lO        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

sweety  sour^ 

noise,  harmony, 

comfort,  discomfort,  etc. 

He  soon  learns  what  to  expect;  in  other  words,  the 
faculty  of  "primitive  judgment  is  called  into  exercise.  At 
first  he  reaches  out  to  take  the  moon,  or  a  distant  tree, 
and  cries  because  he  cannot  get  it;  but  soon  he  learns  to 
judge  between  what  is  possible  and  what  is  impossible. 
The  first  fear  a  child  has  is  of  falling.  This  comes  so 
early  in  life  that  it  has  been  considered  an  intuitive  sense, 
which  can  hardly  be  concluded. 

The  First  Lessons. — The  very  first  lessons  must  lead 
the  child  to  come  to  some  definite  conclusion  from  his 
own  observation.  Simple  exercises  like  the  following 
reach  this  end: 

Drawing  lines  of  equal  length. 

Assorting  colored  blocks  or  pieces  of  paper  and  ar- 
ranging them  in  piles. 

Judging  of  space,  as  by  placing  five  blocks  equal  dis- 
tances apart. 

The  Kindergarten  system  is  full  of  work  admirably 
adapted  to  develop  primitive  judgment,  and  no  ele- 
mentary teacher  should  be  ignorant  of  the  methods 
invented  and  applied  by  Froebel  and  his  disciples. 

When  the  child  reaches  the  stage  in  his  mental  growth 
that  he  becomes  so  absorbed  in  what  he  is  about  as  to  be 
oblivious  to  surrounding  influences,  it  is  certain  he  has 
cultivated  pei'ception,  discrinmiation,  comparison,  and 
comMnation,  These  steps  have  been  taken  and  he  has 
reached  the  stage  where  he  has  the  power  of  primitive 


DE  VELOPMENT,  1 1 

abstraction,  A  very  important  gain  has  certainly  been 
made. 

It  must  be  noticed  that  no  effort  must  be  made  to 
cultivate  the  memory.  This  statement  may  seem  to 
imply  that  the  memory  must  not  be  cultivated.  It  must 
le,  but  in  this  first  stage  not  directly.  The  child  will 
remember  and  reproduce  many  things  he  has  learned, 
but  not  because  he  has  been  made  to  repeat  them  as 
tasks. 

The  kepetitio]^  of  the  same  seii^^satioks  gives 
POWEE  OF  eecallikg  THEM.  The  meaningless  repeti- 
tion of  what  is  not  understood  is  not  an  effort  of  the 
memory. 

The  parrot  does  not  talk  because  of  its  memory, 
neither  can  we  conclude  that  a  child  has  a  good  memory 
who  can  repeat  a  paragraph  of  Latin  or  Greek,  or  a  part 
of  Thanatopsis,  or  the  multiplication-table.  Memory  is 
the  retention  and  reproduction  of  what  has  been  dis- 
criminated from  other  objects  and  compared  and  com- 
bined with  them ;  in  other  words,  memory  is  the  reten- 
tion  and  reproduction  of  ivhat  is  hnowii. 

All  of  this  relates  to  ih.Q  first  stage  in  mental  develop- 
ment. 

A  new  class  of  faculties  will  soon  come  into  play. 
True  memory  and  conception  will  be  awakened  into 
activity.  The  child  will  pass  into  the  sphere  of  repre- 
sentation. 

There  are  four  distinct  stages  of  developmekt 
1^  the  life  of  a  humai^  beii^g. 

During  the  first  stage  the  perceptive  faculties  pre- 
dominate.    They  are  the  following:  Sensation,  Percep- 


12        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

tion.  Attention,  Observation,  Eetention,  Primitive  Judg- 
ment or  intuitive  perception. 

During  the  second  stage  the  conceptive  faculties  pre- 
dominate. These  are  also  called  the  representative 
faculties.  They  are  the  following:  Memory,  Imitation, 
Conception,  Imagination,  Association,  Eecollection, 
Eepresentation  as  exhibited  in  language.  Primitive 
Judgment  associated  with  Conception. 

During  the  third  stage  the  knowing  faculties  pre- 
dominate. These  are  the  following:  Abstraction,  Clas- 
sification, Generalization,  Explicit  Comparison,  Compo- 
sition and  Analysis,  Judgment. 

During  the  fourth  stage  the  reasoning  faculties  are  in 
their  perfection.  These  are:  Eeason  exercised  in  Demon- 
stration, Induction,  Explicit  Observation,  Eeflection,  and 
Speculative  Thinking. 

The  time  of  school  educatio:n",  as  to  age,  may  be 
divided  into  five  periods: 

1.  Infancy,  extending  to  three  years. 

2.  Early  childhood,  extending  from  three  to  about 
seven  years. 

3.  Childhood,  extending  to  about  ten  years. 

4.  Early  youth,  to  about  fourteen  years. 

5.  Youth,  to  manhood. 

During  these  five  periods,  most  of  what  is  accom- 
plished by  the  schools  must  be  donCo  After  these  eras 
have  passed,  the  learner  goes  into  the  large  school  of  the 
world,  and  carries  the  forces  of  home  and  school  into  the 
varied  experiences  of  actual  life.     See  Tate. 


DE  VELOPMENT.  1  % 


THE  SECOND  STAGE. 

DURIlirG  THE  SECOITD  STAGE  OF  SCHOOL  LIFE  THE 
MEMOKY  NEEDS   SPECIAL  ATTEKTI02^. 

It  has  often  been  said  that  memory  is  the  art  of  atten- 
tion. Tate  goes  so  far  as  to  say  that  ^^  if  we  take  care  to 
engage  the  attention,  we  may  safely  leave  the  memory  to 
take  care  of  itself/^ 

Memory  is  to  a  great  degree  independent  of  the  will, 
since  we  cannot  directly  loill  to  remember.  Only  by  the 
power  of  association  can  a  desired  subject  be  recalled. 

It  is  worse  than  useless  to  say  to  a  child,  ^^  You  know;^^ 
^^  Think  hard;^^  ^^  You  must  remember. ^^  If  the  child^s 
life  depended  on  recalling  certain  facts,  a  scolding  or  a 
whipping  would  only  hasten  its  end.  The  memory, 
more  than  any  other  faculty,  is  destroyed  by  nervous 
excitement.  Cool,  collected  children  have  the  most 
reliable  memories.  Calm  measures  and  quiet  influences 
strengthen  this  power;  opposite  forces  weaken  it. 

This  faculty  is  more  dependent  on  the  condition  of 
the  stomach  than  any  other. 

Some  may  be  disposed  to  smile  at  this  statement,  but 
nevertheless  it  is  true  that  almost  without  exception 
persons  with  disordered  stomachs  have  poor  memories, 
especially  of  dates  and  names.  It  follows  that  no  studies 
should  be  pursued  early  in  the  school-day  that  require  an 
effort  of  the  technical  memory. 

Two  Kinds  of  Memory. — There  are  two  kinds  of  mem- 
ory: first,  of  facts  and  dates  in  their  exact  order;  second, 
that  which  is  based  on  judgment  and  proper  classifica- 


14       MIND-STUDIES  POI^    YOUNG   TEACHERS, 

tion.  Tlie  first  is  called  a  local  memory,  and  indicates 
no  great  power  of  mind.  It  may  be  found  in  almost 
idiots.  Blind  Tom,  the  musical  prodigy,  has  this  sort  of 
memory,  almost  to  perfection.  Young  children  often 
have  great  power  of  remembering  unmeaning  words  and 
figures.  This  is  generally  considered  an  indication  of 
mental  power,  but  it  may  indicate  its  absence. 

The  second  kind  of  memory  is  that  which  serves  the 
uses  of  thinking  and  deciding. 

The  greatest  error  of  modern  education,  during  the 
second  stage  of  child-life,  consists  in  considering  that 
most  of  the  time  must  be  spent  in  storing  the  mind  with 
useful  knowledge.  It  seems  to  be  thought  that  if  the 
verbal  memory  be  made  strong  the  rest  of  the  mind  will 
take  care  of  itself. 

Tate  says,  ''  This  is  a  gross  error  y^  educatio]!^". 
A  mere  verbal  memory  is  not  of  the  greatest  importance; 
in  reality,  it  is  of  very  little  account  in  the  development 
of  the  other  powers  of  the  mind.  Newton  and  Shake- 
speare were  remarkable  neither  for  extraordinary  learn- 
ing nor  for  unusual  powers  of  memory.  Many  who  are 
prodigies  in  this  respect  are  never  otherwise  distinguished 
for  intellectual  strength;  their  minds  become  so  loaded 
with  the  ideas  of  others  as  to  render  them  incapable  of 
exercising  any  independent  thought.  ^^ 

The  old  text-book  question-and-answer  method  of  the 
middle  ages  has  come  down  to  us,  and  is  cherished  in 
many  schools,  while  alchemy  and  astrology,  its  twin 
sisters,  have  been,  long  ago,  relegated  to  oblivion.  A 
good  verbal  memory  may  be  turned  to  good  account,  but 
judgment  based  on  comparison,  the  power  of  drawing 


DEVELOPMENT.  1 5 

conclusions,  and  the  faculty  of  quick  and  accurate  sight 
and  expression  are  infinitely  more  valuable.  Tate  says 
with  great  truth,  ^^that  boy  whose  memory  is  cultivated 
at  the  expense  of  his  judgment  cannot  become  a  really 
useful  member  of  society.'-'  This  is  a  fact  which  cannot 
too  often  be  repeated  and  too  generally  believed. 


"  The  more  important  varieties  of  contiguous  association  may  be  brought 
under  the  following  heads:  (1)  First  of  all,  we  have  impressions,  actions,  or 
events,  which  occur  together  or  in  immediate  succession,  as  the  sight  of  a 
bell  swinging  and  its  sound,  the  shining  of  the  sun  and  the  feehng  of  warmth, 
one  bit  of  a  tune  and  the  following  bit.  Among  the  successions  of  actions 
and  events  the  most  important  are  those  of  cause  and  effect.  The  child 
comes  to  know  that  the  sun  warms,  that  rain  wets,  that  hard  bodies  hurt, 
that  his  own  actions  produce  certain  results,  e.g.,  the  removal  of  obstacles 
by  noting  how  one  thing  follows  another,  i.e.,  by  connecting  things  accord- 
ing to  the  law  of  contiguity.  (2)  Next  may  be  mentioned  associations  with 
objects,  including  persons.  Thus  the  child  connects  the  various  properties 
and  powers  it  discovers  in  things,  such  as  the  divisibihty  and  the  combusti- 
bility of  wood  with  this  substance;  the  voice,  gestures,  etc.,  of  persons  with 
these;  also  the  uses  to  which  things  may  be  put,  and  the  gratifications  to  be 
obtained  from  them  with  the  objects  themselves,  such  as  the  ball's  capabil- 
ity of  being  rolled,  the  capability  of  the  toy -bricks  to  support  others,  and  so 
forth.  (3)  Our  next  group  consists  of  local  associations,  which  play  a  con- 
spicuous part  in  memory.  These  include  (a)  connections  of  objects  with 
places,  as  the  cowshps  with  the  fields,  books,  toys,  etc.,  with  the  places 
where  they  are  put  away  and  kept;  (6)  events  and  places,  as  the  meal,  the 
lesson,  the  punishment,  and  so  on,  with  the  room  in  which  they  take  place; 
and  (c)  places  with  other  and  contiguous  places,  and  featm-es  of  the  environ- 
ment with  others  which  are  contiguous  in  place,  as  the  sea  and  the  sandy 
shore,  the  river  and  the  bridge  across  it,  one  house  or  street  and  the  adjacent 
one."— Sully's  Hand-Book  of  PsYCHOLoay. 


l6        MIND-STUDIES  FOR    YOUNG   TEACHERS. 


MIND-INCENTIFES. 

*'  Lulled  in  the  countless  chambers  of  the  brainy 
Our  thoughts  are  linked  by  many  a  hidden  chain. 
Awake  but  one,  and  lo !  what  myriads  rise  1 
Each  stamps  its  image  as  the  other  flies." 

Thrikg  says,  ^^  It  is  useless  pumping  on  a  kettle  with 
its  lid  on.  Pump,  pump,  pump.  The  pump-handle 
goes  vigorously,  the  water  pours  a  virtuous  glow  of 
righteous  satisfaction  and  sweetly  beams  on  the  counte- 
nance of  the  pumper,  but — the  kettle  remains  empty /^ 
When  a  man  is  in  a  sound  sleep  we  must  get  at  him  in 
order  to  wake  him  up.  After  a  thorough  shaking  he 
yawns  and  rubs  his  eyes,  and  looks  around  in  a  dazed 
stare,  and  wants  to  know  what  all  this  fuss  is  about. 
^'  Why  can^t  you  let  me  alone  T^  No,  we  cannot  let  him 
alone.  He  has  work  to  do  that  must  be  done,  and  he 
must  be  wide  awake  while  he  is  about  it.  He  himself 
really  wants  to  wake  up,  but  sleep  is  too  much  for  him ; 
he  must  have  outside  help.  So  it  is  with  the  child. 
We  want  his  help  in  the  work  of  the  world,  and  we  must 
wake  him  up.  It  must  be  accomplished  by  incentives. 
What  are  they  ? 

The  pump  and  kettle  illustration  of  Thring  is  not 
altogether  an  apt  one^  for  the  miiid  is  apt  a  kettle  to  be 


MIND-INCENTIVES.  1 7 

filled  by  outside  pumping  in  ;  it  may  better  be  supposed 
to  be  in  a  dormant  state,  and  must  be  waked  up — or  in 
a  germ  state,  and  must  be  nurtured  into  maturity  and 
symmetry.  The  mind  of  another  cannot  be  incited  to 
activity  without  a  corresponding  activity  on  the  part  of 
the  teacher.  An  able,  earnest  teacher  will  always  find 
able  and  earnjest  scholars. 

Curiosity  is  an  incentive.  We  are  all  extremely  curi- 
ous to  know  things  hidden  from  us,  for  men  are  but 
children  of  a  larger  growth.  A  boy  will  sit  on  the  bank 
of  a  river  all  day  and  fish,  content  with  only  an  occa- 
sional nibble.  He  is  curious  to  know  what  sort  of  a 
fish  he  is  going  to  catch.  Guessing  is  a  favorite  sport 
with  children  on  account  of  this  element  of  curiosity  in 
it.  If  a  teacher  bring  a  closed  box  into  the  school- 
room and  say,  ^^I  have  something  very  wonderful  in 
that  box.  Guess  what  it  is,^^  he  will  find  every  eye 
wide  open,  and  every  pupil  showing  evidence  of  the 
deepest  attention  and  interest. 

Skilfully  used,  this  is  a  powerful  mind-incentive  ;  but 
it  is  easy  to  drop  down  into  the  most  commonplace 
questions  and  answers,  as,  '^  What  is  this  I  hold  in  my 
hand  T'  ^^  Jane,  you  may  take  it  and  tell  me  whether 
it  is  hard  or  soft,"''  etc.,  etc.  Certain  kinds  of  object-les- 
sons, as  given  in  many  schools,  are  of  this  insipid  stamp. 
A  genuine  curiosity  will  often  create  enough  disorder 
to  send  a  strict  disciplinarian  of  the  old  school  to  the 
insane  asylum.  It  is  easy  to  put  children  upon  an  intel- 
lectual race-course  through  curiosity.  Let  them  run ; 
as  long  as  they  can  be  brought  to  a  stand  when  neces- 
sary, no  harm  will  be  done.    A  prudish  e3;actor  of  order 


1 8        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

and  propriety  will  squeeze  all  the  juice  of  life  out  of  a 
school  for  fear  of  noise  and  indecorum. 

The  principal  mind-incentives  are  love^  praise^,  pay, 
fear,  duty,  and  intellectual  excitement.  Perhaps  the 
order  in  which  they  are  given  here  is,  as  nearly  as  can 
be  determined,  the  true  statement  of  their  value  in 
inciting  the  mind  to  action.  It  would  be  profitable  to 
stop  and  discuss  each  of  these  forces,  but  space  will  not 
permit  it. 

The  Mind  Reached  only  Through  the  Senses. — It  must 
be  remembered  that  the  mind  can  only  be  reached 
through  the  senses.  These  are  the  only  avenues  to 
it.  Therefore,  the  more  acute  the  senses  become,  the 
more  impressions  they  will  convey  to  the  brain,  and 
consequently  the  more  knowledge  it  receives.  Every- 
thing the  mind  actually  takes  in  it  keeps,  and  some 
time  it  gives  out  again.  Some  impressions  upon  the 
senses  do  not  reach  the  mind ;  but  when  they  do,  they 
are  not  lost.  Consequently  the  work  of  the  teacher  must 
be,  so  to  train  the  senses  that  they  will  readily  convey  im- 
pressions to  the  mind,  and  so  to  train  the  mind  that  it  will 
keep  what  is  given  to  it.  This  can  only  be  done  through 
voluntary  activity.  There  must  be  freedom.  When- 
ever a  restraining  or  forcing  process  is  undertaken  the 
mind  will  not  be  free  to  act,  and  as  a  result  it  will  not 
grow.  Scolding  or  commanding  destroys  the  free  activ- 
ity of  the  learner.  He  must  willingly  yield  himself  to 
the  work  before  him.  In  other  words,  the  teacher 
must  get  willing  interest.  This  can  be  done  at  first  by 
objects,  and  then  by  imagining,  reasoning,  classifying, 
or  reproducing  facts.     If  a  teacher  says,  ^^You  must 


MIND-INCENTIVES,  I9 

give  attention!  If  you  do  not  I  shall  keep  you  after 
school/^  he  might  as  well  talk  to  trees  or  stones ;  yes^ 
better :  for  trees  and  stones  are  passive^  but  under  these 
words  the  mind  becomes  antagonistic  and  repellent. 
Equally  impossible  would  it  be  to  excite  interest  by 
urging  duty.  *^  You  ouglit  to  be  interested.  It  costs  so 
much  to  send  you  to  school ;  why  are  you  not  inter- 
ested T'  It  not  only  accomplishes  nothing,  but  represses 
and  often  destroys  interest. 

The  mofcto  at  the  head  of  this  article  indicates  a  most 
valuable  mode  of  procedure  in  inciting  the  mind  to 
action.  One  thing  always  leads  to  another.  Following 
up  link  after  link,  keeping  the  continuity  of  thought, 
and  not  permitting  it  to  wander  off  into  side  issues,  is 
essential.  This  holding  the  interest  concentrated  on 
one  thing  and  its  logical  associates  is  an  essential  ele- 
ment in  successful  teaching.  ^^Don^t  scatter;  take 
aim,^'  is  as  valuable  an  order  in  the  school-room  as  in  a 
charge  in  battle.  To  drive  ahead  towards  the  main 
issue  is  absolutely  necessary  if  we  ever  expect  to  get 
there. 

The  Joy  of  Discovery  is  a  most  powerful  mind-incen- 
tive, A  child  may  cry  ^^  Eureka  V^  with  as  much  real 
exultation  and  excitement  as  Archimedes,  Columbus, 
or  Balboa.  When  the  little  Columbus  says,  ''  I  won^t 
give  it  up,^^  he  is  getting  ready  to  jump  up  in  joy  and 
cry  out,  ''  Tve  got  it !  Tve  got  it  V' 

There  is  no  incentive  in  a  dull,  prosy  following  in 
the  steps  of  another.  The  drowsy  policeman  who  me- 
chanically plods  on  in  his  accustomed  beat  has  no  incen- 
tive to  quicken  his  tardy  steps ;  but  let  him  get  on  the 


20        MIND-STUDIES  FOR    YOUNG  TEACHERS, 

track  of  a  thief,  and  'see  how  he  wakes  up.  Through 
this  alley,  around  that  corner,  into  this  cellar,  and  lo ! 
he  has  him  !  Lurking  in  an  old  box,  covered  up  with  a 
pile  of  rags,  he  pulls  him  to  light.  He  has  discovered 
him !  The  world  is  full  of  illustrations  of  this  element 
of  joy.  Flowers,  rocks,  sand,  water,  wood,  paper,  and 
a  thousand  other  things  afford  the  objects  from  which 
discoveries  can  be  made.  The  old  method,  with  its 
command,  "  Study  yoiir  hooTcs/^  is  as  far  removed  from 
the  new  method,  with  its  invitation,  ^'  Let  us  see  what 
we  can  discover, ^^  as  midnight  is  from  mid-day. 


Jacob  Abbott,  whose  books  show  such  a  perfect  knowledge  of  the  nature 
of  children,  somewhere  gives  these  four  rules  for  parents: 

1.  When  you  refuse,  refuse  finally. 

2.  When  you  consent,  consent  cheerfully. 

3.  Often  command. 

4.  Never  scold. 

Children,  in  fact,  can  be  led  anywhere,  and  made  to  do  anything,  by  those 
whom  they  love.  They  are  said  to  be  ungrateful;  and  so  they  are  for  all 
that  is  done  for  them  from  duty;  all  the  usual,  regular  care  taken  of  them 
they  accept  as  a  matter  of  course.  But  only  do  something  unexpected  for 
their  happiness  and  you  win  their  hearts.  Tell  them  a  story,  take  them  to 
see  a  sight,  do  anything  for  them  which  shows  that  you  take  an  interest  in 
them  and  in  their  pleasure,  and  you  acquire  an  unbounded  influence  over 
them.  I  do  not  mean  you  are  not  to  be  firm  and  decided.  "  When  you  re- 
fuse, refuse  finally."  Do  not  say,  "  Well,  my  dear,  I  think  on,  the  whole,  you 
had  better  not  go  out.  I'll  think  of  it,  and  perhaps  I'll  let  you  go  by  and  by. 
I  am  afraid  you  will  take  cold.  I  had  rather  not  have  you  go;  but,  if  you  in- 
sist on  it,  I  suppose  you  must."  Do  not  say  that,  but  either  say  "  No,"  and 
end  there,  or  else  say,  "  Yes,  if  you  wrap  yourself  up,  it  will  be  all  right,  and 
I  hope  you  will  have  a  pleasant  time." 

These  are  the  two  extra  pennies  which  constitute  a  part  of  the  joy  and 
good  of  life. 

Some  people  fail  from  attempting  so  much,  and  never  accomplishing  any- 
thing. Finishing  a  thing,  doing  it  thoroughly  before  we  begin  anything  else, 
is  very  important  to  our  own  happiness  and  the  good  of  others.  "  The  end 
crowns  the  work,"  said  the  practical  Romans.  Better  to  finish  one  small  en- 
terprise than  to  leave  many  large  ones  half  done.  Nature  finishes  every- 
thing, and  that  makes  a  large  part  of  her  charm.  Every  little  flower  is 
perfect  and  complete,  from  root  to  seed.  Every  leaf  which  will  open  in  the 
next  spring-time  will  have  its  little  ribs  and  edges  as  exactly  and  completely 
finished  as  if  it  were  the  only  leaf  God  intended  to  make  in  the  whole  year* 
— §klf-Culturb:  James  Freeman  Clarke. 


A  FEW  FUNDAMENTAL  PRINCIPLES  SETTLED.  21 


A  FEW  FUNDAMENTAL  PRINCIPLES  SETTLED. 

1.  The  earliest  evidences  of  animal  existence  are  the 

SEKSES. 

N"o  animal  can  exist  without  one  or  more  of  them. 
It  is  this  that  distinguishes  animals  from  plants. 

2.  The  impressions  received  by  the  senses  are  carried 
to  the  BEAii^. 

Unless  the  Mii^rD  received  impressions  through  the 
BKAIK,  it  would  have  nothing  to  feed  upon.  It  would 
not  grow.     This  fact  has  many  times  been  proved. 

3.  Impressions  received  by  the  mind,  retained,  and 
recalled,  are  ideas. 

We  can  have  no  idea  of  anything  we  have  not  seen, 
or  heard,  or  felt,  or  tasted,  or  smelled ;  or  which  is  not 
like  something  we  have  heard,  felt,  tasted,  seen,  or 
smelled. 

We  have  no  idea  how  an  angel  looks.     Why? 

4.  Proper  arrangements  of  ideas  are  thoughts. 

If  it  should  be  said  that  the  arrangement  of  land  and 
water,  and  the  character  of  the  animals,  in  Uranus,  is 
totally  unlike  an3rthing  on  earth,  we  could  have  no  idea 
of  things  there,  consequently  we  could  have  no  thought. 
An  idea  (or  a  notion)  precedes  thought.  A  thought  is 
made  up  of  ideas^ 


22        MIND^STUDIES  FOR    YOUNG   TEACHERS. 

5.  I  read  a  book.  I  meet  a  friend.  I  am  interested, 
excited;  I  laugh,  cry,  or  am  indignant.  This  is  not 
pure  thought ;  it  is  eeelikg.  This  power  I  have :  / 
can  feel. 

6.  I  now  resolve  to  go  away.  I  do  go  away,  and  do 
what  the  feeling  led  me  to  determine  I  ought  to  do. 
This  power  I  have — the  faculty  of  volitioi^.  Here, 
then,  is  Thought — Feelikg — VoLiTioiq-. 

Every  possible  mental  operation  may  le  reduced  to  one 
of  these  three  things : 

The  INTELLECT — the  faculty  or  organ  of  thought. 

The  Sei^sibility — the  faculty  of  feeling. 

The  Will — the  faculty  of  voluntary  action — the  fac- 
ulty of  volition. 

7.  When  I  place  several  thoughts  together,  they  lead 
me  to  cojsrcLUDE  or  judge  that  certain  results  take 
place.     This  is  judgmej^t. 

It  is  synthetic. 

8.  I  have  several  thoughts  which  I  analyze  into  sepa- 
rate thoughts  or  ideas.  This  is  the  basis  of  eeasok- 
iiq^G. 

It  is  analytic. 

*'  We  only  reason  in  so  far  as  we  note  the  resemblances  among 
objects  and  events.  The  power  of  reasoning  implies  the  ability  to 
detect  similarity." — Sill. 

Judgment  combines  thoughts,  and  affirms  one  thing 
to  be  true  of  another. 

Reasoning  divides  and  declares  one  truth  to  be  con- 
tained in  another.  All  reasoning  involves  judgment; 
but  all  judgment  is  not  reasoning. 

In  these  suggestions  is  food  for  thought. 


A  FEW  FUNDAMENTAL  PRINCIPLES  SETTLED,  23 

How  important  these  statements  are  !  If  they  are 
wrong,  then  much  that  passes  for  good  teaching  is 
wrong.  If  they  are  right,  all  teachers  should  understand 
and  obey  their  deductions. 


I.  The  mind  evidently  possesses  power. 

Matter  itself  possesses  power.  It  is  acknowledged  to  have  properties,  and 
what  are  properties  but  powers?  It  has,  for  example,  a  gravitating,  a  chem- 
ical, an  electric  power.  Physical  science  is  seeking  to  determine  the  precise 
law,  rule,  and  expression  of  the  powers  of  body.  If  matter  has  power,  much 
more  has  mind. 

II,  That  there  are  powers  in  the  mind  is  evident  from  the  differences  in 
the  mental  states  and  affections  of  different  persons. 

This  conclusion  might  be  drawn  from  the  very  differences  between  man 
and  brute.  The  lower  animals  possess  powers  common  to  them  and  human 
beings;  but  there  are  others,  such  as  the  discernment  of  moral  obligation, 
which  are  peculiar  to  man. 

in.  This  is  further  evident  from  the  circumstances  that  are  not  always 
exercising  every  facidty  or  the  same  faculties. 

In  every  given  state  of  mind  there  seems  to  be  more  than  one  power  in 
exercise.  But  all  the  mental  powers  are  not  in  action,  or  at  least  in  intense 
action,  every  instant.  At  this  moment  I  may  be  looking  at  the  paper  before 
me,  and  at  the  same  time  collecting  my  thoughts  to  write  this  paragraph. 
Immediately  after  I  may  be  looking  at  the  same  paper,  but  my  mind  may 
have  wandered  off  to  some  imaginary  scene  in  which  I  and  my  friends  are 
figuring. 

rv.  The  faculties  are  powers  of  one  indivisible  mind. 

They  do  not  differ  from  each  other,  as  the  hand  does  from  the  foot,  or  the 
lungs  from  the  heart.  They  are  powers  of  one  existence  possessing  a  variety 
of  attributes. 

V.  The  faculties  are  not  to  be  regarded  as  necessarily  operating  one 
after  another  in  regular  order  or  at  different  times. 

It  seems  clear  that  several  of  the  mental  powers  may  be  blended  in  one 
act.  Thus  at  the  same  time  that  I  am  judging  or  deciding,  I  may  be  under 
the  influence  of  hope  or  fear,  of  benevolence  or  prejudice.  How  many  di- 
verse powers  maybe  exercised  at  one  and. the  same  time  in  that  blade  of 
grass,  or  incur  finger;  the  gravitating,  chemical,  electric,  vital;  no  one  can 
tell  how  many. 

VI.  It  is  difficult  to  form  a  classification  of  the  facidties  which  deserves 
to  be  regarded  as  complete. 

This  arises  from  a  variety  of  causes.  It  may  proceed  from  human  inca- 
pacity^, from  the  difficulty  of  penetrating  phenomena  which  are  so  fugitive— 
that  IS,  so  briefly  under  the  view — and  so  complicated,  and  from  the  circum- 
stance that  the  faculties  very  much  run  into  each  other. 

VII.  There  may  be  a  classification  of  the  facidties  embodying  much  truth 
and  of  eminent  practical  utility,  though  not  professing  to  be  perfect. 

It  is  true  that  the  mind  is  one,  but  it  manifests  itself  in  a  variety  of  ways, 
and  its  characteristic  operations  must  be  carefully  noted  and  their  peculiar- 
ities unfolded.  It  is  only  when  the  acts  are  marked,  distinguished,  classified, 
and  named  that  one  can  be  said  to  have  any  adequate  idea  of  the  nature  01 
the  mind.— McCosh's  The  Cognitive  Powers. 


^4       MIND-STUDIES  FOR    VOUNG   TJ^ACHEkS, 


TEMPERAMENTS. 

SiirCE  the  mind  receives  all  of  its  knowledge  through 
the  body,  it  follows  that  the  character  of  the  body  must 
influence  the  nature  of  the  impressions.  All  do  not  re- 
ceive the  same  impressions  from  the  same  objects,  be- 
cause they  do  not  pass  through  the  same  media. 

It  is  difficult  to  define  temperaments ;  in  fact,  it  is 
not  necessary  to  define  them.  From  ancient  times,  with 
great  unanimity,  they  have  been  classified  as  four — 

Nervous,  Sanguine,  Bilious,  Lymphatic  Temperaments. 
— It  is  self-evident  that  teachers  should  understand  tem- 
peraments, for  each  demands  a  different  treatment. 
The  nervous  child  would  be  utterly  overwhelmed  by  a 
punishment  that  would  hardly  move  a  lymphatic  one. 
Teachers  should  study  their  own  temperaments,  that 
they  may  know  what  to  cultivate  and  what  to  repress, 
for  one^s  temperament  may  be  much  modified  by  habits 
and  culture ;  in  fact,  by  diligent  practice  it  may  be 
greatly  changed.  No  temperament  is  perfect ;  neither 
has  any  person  one  entirely  pure.  There  are  all  grades 
and  qualities. 

A  diligent  study  of  what  we  give  below,  with  the  help 
of  an  honest  friend  who  is  courageous  enough  to  tell  the 


TEMPEkAMEl^T^.  2% 

truth,  however  unpleasant  it  may  be,  will  reveal  more 
than  a  hundred  ^^  phrenologists/^  whose  self -assumed 
assumptions  are  only  equalled  by  the  profundity  of  their 
ignorance.  When  pure,  the  various  temperaments 
may  be  known  by  the  following  characteristics : 

I.  K-EBVOUS- FiiYaL-  Brain. 

Physical. — Head  large ;  abdomen  small ;  nerves  ac- 
tive ;  hair  fine,  silky,  often  white  in  childhood,  often 
black  in  maturer  years;  skin  thin,  transparent;  eyes 
bright,  vivid,  expressive ;  figure  delicate,  slender,  often 
lean ;  motions  quick. 

MEi^TTAL. — Mind  moves  actively ;  great  love  of  poetry 
and  music;  often  reticent,  thinking  much  but  saying 
little ;  often  great  love  of  nature ;  has  ability  to  read 
thoughts  from  expressions  of  the  face  and  motions ; 
afraid  of  the  dark  ;  imagination  very  active ;  often  slow 
to  bestow  confidence,  but  possessed  of  deep  feeling  ; 
usually  honest  and  open-hearted ;  when  the  digestive 
organs  are  not  vigorous  there  is  apt  to  be  great  mental 
disturbance  and  melancholy,  producing  a  desire  for  quiet 
and  solitude,  with  serious  and  religious  feelings ;  when 
united  with  a  little  of  the  sanguine  temperament  it  pro- 
duces a  meditative  condition,  delighting  in  a  world  of 
ideal  creatures ;  often  found  lamenting  over  a  lack  of 
goodness  or  greatness,  and  longing  for  scenes  or  places 
of  ideal  perfection.  When  this  temperament  is  not  pure 
there  is  apt  to  be  great  irritability  and  lack  of  tongue- 
restraint. 


26        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

II.  ^KS^GTOI'Si'^—Oirculatory:  Lung. 

Physical. — Lungs  and  arterial  system  large;  pulse 
strong;  muscles  round  and  well  filled;  organism  genial, 
warm;  hair  usually  red  or  auburn;  eyes  blue;  skin  fair, 
reddish  tinge;  cheeks  flush  quickly;  emotions  of  the 
mind  quickly  seen  in  the  face;  chest  full;  limbs  round- 
ed; countenance  animated. 

Mei^tal. — Ardent  and  lively  feelings;  sudden  emo- 
tions; transient  affections;  quick  passions;  impetuous 
desires;  strong  propensity  to  mirth;  easily  accustoms 
itself  to  a  life  of  gayety;  excessive  grief,  with  floods  of 
tears,  which  soon  pass  away;  constant  tendency  to  excess 
and  exaggeration;  intense  expression  and  passion;  reso- 
lutions suddenly  taken,  immediately  executed;  liable  to 
be  greatly  in  love  with  music,  dancing,  painting,  elo- 
quence; rushes  on  ^^  where  angels  fear  to  tread^^;  widely 
prevalent  in  the  French  nation;  often  found  among  the 
Irish  and  Scotch. 

m.  -BLlA-OUS-Lwer. 

Physical. — Cold  or  low  temperature;  hair  black, 
strong,  and  abundant;  complexion  sallow;  skin  dry; 
eyes  dark. 

Me2!^tal. — When  this  temperament  is  joined  with  a 
strong  muscular  system  there  is  found  a  modification 
of  the  pure  bilious  characteristic,  and  there  will  be  found 
a  choleric  temperament.  ^^Its  tendency  is  to  prompt 
and  sustained  activity,  to  enlarged  plans,  patient  endur- 
ance in  execution,  to  difficult  enterprise,  and  courage 
and  resolution  in  meeting  obstacles.  Its  aims  are  high, 
and  its  ends  comprehensive,  demanding  plan  and  calcu- 


TEMPERAMENTS,  2/ 

lation  for  their  success,  and  time  for  their  accomplish- 
ment. With  a  bad  heart  the  enterprise  may  be  malig- 
nant, and  its  prosecution  shockingly  cruel,  bloody,  and 
ferocious;  or,  with  a  good  heart,  benevolent,  and  urged 
on  with  a  generous  and  noble  enthusiasm;  but  in  each 
case  there  will  be  determination,  self-reliance,  and  invin- 
cible decision  and  persistence.  Magnanimity,  self-sacri- 
ficing chivalry,  and  exalted  heroism  will  compel  admi- 
ration for  the  actor,  even  in  a  bad  cause,  and  secure 
lasting  respect  and  veneration  for  the  dauntless  cham- 
pion of  truth  and  righteousness:  and  in  each  of  these 
fields,  so  different  in  moral  estimation,  the  choleric  tem- 
perament may  be  found,  but  direct,  determined,  and 
persevering  in  both.^^ — Hickok. 

IV.  JjYSKP'SJLTlC-Stomac'h :  Food, 

Physical. — Abdomen  large;  system  clogged;  expres- 
sion languid;  hair  light;  eyes  tranquil,  expressionless; 
countenance  listless;  features  rounded;  lips  thick;  flesh 
soft;  body  full,  thick,  disinclined  to  muscular  exertion 
or  mental  action.  This  is  called  sometimes  the  phleg- 
matic  temperament. 

Mektal. — ^^Mind  heavy,  torpid,  and  the  man  slug- 
gish and  often  approaching  the  stupid.  When  only 
moderately  phlegmatic,  this  temperament  is  especially 
favorable  for  well-directed,  long-sustained,  and  effective 
mental  activity.  ^^  The  moderately  phlegmatic  is  self- 
balanced  and  stable,  practical,  judicious,  and  often 
cheerful.  This  temperament  often  exhibits  remarkable 
instances  of  equanimity,  patience,  and  calm  self-reli- 
ance. 


28        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

The  Dutch  are  phlegmatic;  the  German  phlegmatic 
tempered  with  the  bilious  and  nervous.  In  the  English 
mind  the  phlegmatic  is  practically  in  the  majority;  but 
in  neither  the  Dutch,  German,  nor  English  do  we  find  a 
pure  phlegmatic  temperament.  The  Dutchman  plods, 
the  German  speculates,  the  Englishman  executes.  The 
Yankee  temperament  is  more  nervous,  mixed  with  some 
sanguine. 

^^The  mixed  phlegmatic  has  given  to  the  world  the 
patriarch  Joseph,  the  prophet  Daniel,  the  philosopher 
Newton^  and  the  patriot  Washington/^ 


TEMPERAMENTS  IN  EDUCATION.'' 

Individual  Differences. — It  cannot  be  denied  that  in- 
dividual  differences  come  from  permanent  lodily  and 
mental  peculiarities.  Different  amounts  of  exciting  force 
are  needed  in  order  to  call  forth  a  given  quantity  of  feel- 
ing in  two  cases.  In  the  school-room,  teachers  are  daily 
comparing  pupils  with  respect  to  the  intensity  and  dura- 
tion of  a  feeling  under  precisely  the  same  circumstances. 
What  moves  one  to  great  exertion  is  hardly  perceived  by 
another.  There  are  certain  susceptibilities  antecedent 
to  activity.  One  child  has  a  strong  will-power,  but  no 
sympathy;   another  has   great  feeling,  but  weak  will- 

*  It  is  wrong:  to  confound  the  study  of  temperament  with  the  study  of 
phrenolog5\  The  one  takes  cognizance  of  the  entire  body,  the  other  con- 
Ihies  it-s  inquiries  to  cranial  and  facial  development. 


TEMPERAMENTS.  2g 

force.  In  general,  intensity  of  feeling  is  closely  con- 
nected with  strength  of  will,  but  not  always.  We  are 
compelled  to  make  each  child  the  subject  of  special 
study.  Just  as  the  portrait-painter  gives  to  each  person 
before  him  individual  attention,  so  must  the  teacher. 
The  true  teacher  is  an  artist  in  a  grander,  higher,  bet- 
ter sense  than  any  painter,  however  perfect,  can  possi- 
bly be.  He  cannot  classify  all  on  the  basis  of  their  at- 
tainments in  a  certain  branch  of  study.  Better  consid- 
erations, drawn  from  the  nature  of  mental  and  bodily 
activities,  govern  class  arrangement  and  grading.  In 
doing  this  he  must  have  the  perfect  freedom  of  an  ar- 
tist. How  absurd  it  would  be  for  a  board  of  directors 
to  dictate  to  a  sculptor  where  he  shall  cut  his  marble; 
equally  absurd  is  it  for  any  one  not  a  true  teacher  to  as- 
sume to  direct  the  artist-teacher  in  the  classification  of 
his  pupils.  Freedom  that  comes  from  thorough  knowl- 
edge must  never  be  abridged. 

Hints  to  Teachers. — 1.  Determine  the  temperaments 
of  your  pupils.  The  difficulties  will  be  found  in  those 
of  mixed  character.  No  one  can  mistake  a  pure  7ierv- 
ous,  sanguine,  bilious,  or  lyynphatic  child ;  but,  the 
truth  is,  such  unadulterated  specimens  are  seldom 
found.     It  is  the  mixed  species  that  will  give  trouble. 

2.  Having  determined  to  the  best  of  your  ability  the 
predominating  temperament,  treat  each  child  according 
to  the  following  rules  : 

a.  Do  not  put  two  pupils  of  the  same  temperament 
together. 

1),  Ask  more  questions  of  the  lymphatic  than  the 
nervous. 


30        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

c.  Do  not  point  out  publicly  to  the  nervous  child  his 
mistakes.     Suggest  quietly. 

d.  Speak  quietly  and  slowly,  in  a  natural  tone  of  voice 
to  the  nervous  girl;  a  little  more  emphasis  can  be  used 
in  addressing  the  lymphatic  boy. 

Do  not  say  to  the  nervous  girl,  ^^  Sit  down;^^  ^^  Don^t 
jump  around  so  much;^^  ^^Don^t  ask  so  many  ques- 
tions."' It  will  do  no  good.  A  quiet,  kind  remark,  in 
a  quiet  tone  of  voice,  or  simply  a  motion  of  the  hand, 
will  be  sufficient. 

e.  Bear  a  great  deal  from  the  nervous  without  com- 
plaint. Scolding  is  mental  arsenic  to  the  sanguine- 
nervous  pupil.  A  few  emphatic  remarks  will  often 
do  the  stolid  boy  good,  but  let  them  be  made  to  him 
alone. 

/.  A  nervous-sanguine  child  will  bear  a  great  deal  of 
firm  government.  Don't  be  afraid  to  say  quietly,  but 
firmly  and  kindly,  *^No.''  Tears  will  flow;  angry, 
hasty  words  very  likely  be  uttered,  but  don't  mind; 
keep  cool,  collected,  and  firm;  say  little,  and  that  little 
kindly,  in  a  quieting  tone  of  voice.  The  shower  will 
pass,  and  with  the  tear-drop  on  the  cheek  the  penitent 
regret  will  follow. 

g.  If  the  bilious  temperament  is  mixed  with  a  little 
lymphatic  and  a  little  nervous,  there  will  often  be  diffi- 
culty of  a  serious  nature.  Outbursts  of  passion  will  not 
pass  pleasantly  away,  but  there  will  be  sulkiness,  mo- 
roseness,  backbiting,  and  a  disposition  to  stir  up  mis- 
chief. This  needs  careful  treatment.  The  best  way  to 
treat  such  cases  as  these  is,  (1)  ask  the  doing  of  a  favor; 
(2)  show  confidence  by  assigning  some   special  work 


TEMPERAMENTS,  3 1 

where  it  is  possible;  (3)  talk  alone,  and  in  a  natural  but 
decided  tone  of  voice  awaken  the  conscience;  (4)  be  un- 
yielding in  action,  but  use  great  care  how  you  threaten 
or  promise,  or  seem  anxious  to  obtain  personal  favor; 
(5)  if  you  have  been  wrong,  say  so  in  a  manly  manner, 
but  not  in  a  craven  spirit;  (6)  keep  the  reins  as  in  driv- 
ing horses,  in  your  own  hands;  (7)  ask  a  skilful  horse- 
trainer  how  he  deals  with  a  balky  horse,  and  apply  his 
wisdom  to  the  child. 

li.  Because  a  lymphatic  child  is  apparently  stubborn, 
be  careful  you  do  not  mistake  his  motive.  A  nervous 
teacher  trying  to  move  a  phlegmatic  boy  to  action  by 
more  nervousness  is  a  ridiculous  sight.  The  immobility 
of  the  one  is  only  matched  by  the  impatience  of  the 
other. 

i.  The  temperaments  most  injured  by  injudicious 
teachers  are  the  bilious  and  nervous.  The  sanguine  and 
lymphatic  will  stand  uninjured  a  great  amount  of 
abuse. 

Many  a  bilious  boy  has  been  sent  to  the  staters  prison, 
if  not  to  the  gallows,  by  ignorant  teachers. 

General  Notes. — 1.  Be  certain  you  understand  your 
child  before  you  punish. 

2.  Be  also  certain  the  child  understands  you  before 
you  blame  him. 

3.  General,  complaining  remarks  before  the  whole 
school  are  always  out  of  place.  No  two  pupils  hear 
them  alike. 

4.  The  child  of  slow  comprehension,  sluggish  move- 
ments, may  in  the  long-run  come  out  ahead. 

5.  The  least  hopeful  temperament  is  the  pure  bilious- 


32       MIND-STUDIES  POR   YOUNG  TEACHERS. 

lymphatic^  when  it  has  been  subjected  to  wrong  influ- 
ences at  home  or  in  the  street. 

6.  The  most  hopeful  temperament  is  the  nervous- 
lymphatic,  when  it  has  been  properly  trained  at  home 
or  by  associates. 

7.  Only  by  slow  degrees  can  permanent  changes  be 
effected  in  temperament.  Be  jpatient,  but  eternally  per- 
sistent. 


THE   TRAINING  OF  THE  SENSES. 


THE  TRAINING  OF  THE  SENSES. 

It  may  seem  to  some  of  our  readers  that  we  are  deal- 
ing with  very  trivial  subjects  in  this  and  other  chapters, 
but  a  moment^s  reflection  will  convince  them  to  the 
contrary.  There  can  be  no  perception  without  sense- 
action.  The  avenues  to  the  thought  must  be  in  good 
order ;  distorted  impressions  come  from  disordered 
avenues.  The  training  of  the  senses  is  important  at 
each  stage  in  life.  No  one  is  too  old  to  neglect  their 
exercise ;  in  fact,  the  old  need  the  most  constant  and 
active  drill  in  this  direction. 

Directions. — Continuing  the  oljective  course,  we  will 
mention  several  additional  exercises  which  may  be  used 
in  all  schools : 

1.  Hold  up  two  different  things  of  complex  character 
until  all  have  had  sufficient  time  to  see  them.  Put 
them  out  of  sight ;  let  them  be  described. 

2.  In  the  same  manner  exhibit  three^  four,  five,  six, 
etc.,  objects.  Care  must  be  taken  not  to  confuse  the 
mind  by  exhibiting  too  many  at  once. 

Great  skill  is  sometimes  attained  in  the  art  of  quickly 
seeing  and  retaining  impressions.  There  was  once  a 
gentleman  who  could  stand  before  the  show-window  of  a 


34        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

retail  store  five  minutes  and  then  go  away  and  accurately 
describe  all  the  objects  exhibited. 

Such  power  is  rare.  It  is  said  that  President  Garfield 
possessed  it  to  a  remarkable  degree. 

3.  Hold  up  a  picture  containing  many  objects.  After 
all  have  seen  it,  remove  and  describe. 

4.  Place  small  pieces  of  camphor,  alum,  salt,  and 
sugar  on  the  table.  Let  them  be  discriminated  by 
taste ;  afterwards  named  by  sight. 

5.  In  the  same  manner,  use  solutions  of  tea,  coffee, 
sugar,  and  vinegar. 

6.  Let  pupils  go  into  a  common  retail  store  and  look 
around,  and  then  go  home  and  write  the  names  of  all 
they  saw. 

7.  Hearing  sounds,  as  loud,  low,  high,  bass,  long, 
short,  harsh,  soft,  and  telling  at  once  their  qualities. 

8.  Hearing  the  tones  of  the  octave  on  an  organ,  A,  B, 
C,  D,  E,  F,  G,  and  telling  the  name  of  each  as  soon  as 
heard.     Do  not  sound  them  in  order. 

9.  Feeling  substances  that  are  greasy,  smooth,  rough, 
large,  small,  round,  square,  cube,  pentagon,  dodecahe- 
dron, oval,  sphere,  etc.,  with  eyes  shut,  and  telling  at 
once  their  shape  and  character. 

10.  Judging  of  distances;  as  height  of  a  room,  its 
length,  breadth,  the  distance  of  a  rod,  a  foot,  a  yard, 
100  feet,  etc.,  and  in  every  instance  verifying  the  judg- 
ment,  and  trying  again. 

11.  Judging  of  comparative  distances.  Draw  a  line 
on  the  board  by  measure  ;  go  to  another  board  and  draw 
another  line  of  the  same  length  luithout  measure,  verify 
and  try  again.   Take  a  stovepipe-hat,  look  at  it  carefully 


THE    TRAINING  OF  TH^   SENSES.  35 

at  a  little  distance;  draw  a  line  on  the  board  the  length 
of  its  height,  the  length  across  the  top,  longest  way, 
the  shortest  way;  verify,  try  again. 

In  all  possible  ways  discipline,  train,  correct,  render 
sharp  and  accurate  all  the  senses ;  and  this  not  for  a  day 
or  year,  but  as  long  as  school-life  continues.  The  time 
devoted  to  these  exercises  must  be  proportioned  to  the 
advancement  of  the  learners. 

Subjective  and  Objective  Attention. — It  ought  to  be 
said  over  and  over  again  that  subjective  attention  fol- 
lows objective.  The  things  that  are  unknown  become 
known  by  those  that  are  known.  Commencing  with 
what  a  child  sees,  hears,  smells,  feels,  and  tastes,  we 
conduct  him  by  successive  steps  to  what  he  can  only 
co7iceive  he  can  see,  hear,  smell,  feel,  and  taste.  He 
sees  a  cat;  he  comes  to  know  how  a  tiger  looks;  the 
little  cat  becomes  a  gigantic  panther;  the  mound  of 
sand,  an  immense  mountain;  and  a  small  pool  of  water. 
Lake  Superior.  After  several  years  of  mind-training 
the  conceptive  faculty  is  so  far  developed  that  he  can 
think  of  this  earth  as  a  vast  globe,  and  of  human  beings 
as  insignificant  mites  on  its  surface.  By  and  by,  when 
full  maturity  is  reached  and  a  thousand  objective  im- 
pressions have  become  subjective,  he  can  see  the  ecliptic, 
the  equator,  the  equinoctial,  the  precession  of  the  equi- 
noxes, the  nodes  of  the  moon,  and  all  the  planets  in 
their  revolution  around  the  sun.  By  and  by  he  can 
rise  higher,  and  conceive  the  true  constitution  of  the 
universe  itself. 

But  he  does  not  stop  here.  From  the  region  of  the 
subjective  he  goes  into  the  domain  of  the  abstract,  and 


36     MmnsTUDiEs  for  young  teachers, 

quantity  occupies  his  mental  sight.  He  sees  the  conic 
sections,  and  computes  the  value  of  infinitesimal  terms. 
The  higher  mathematics  open  to  his  enlarged  sight. 
But  he  takes  one  step  more  and  then  reaches  the  utmost 
limit  of  human  seeing.  He  grasps  the  subtleties  of 
logic  and  reasoning,  and  judges,  compares,  and  decides 
the  value  of  arguments.  He  goes  no  far  titer. 
In  all  of  this  there  are  these  four  steps  : 

1.  From  the  objective  to  the  subjective. 

2.  From  the  subjective  to  the  conceptive. 

3.  From  conceptive  thought  to  the  idea  of  quantity 
and  its  relations. 

4.  From  the  idea  of  quantity  and  its  relations  to  the 
higher  ideas  of  comparisons,  judgments,  and  conclu- 
sions. 

The  foundation-stone  of  all  is  objective  sight,  hear- 
ing, smelling,  tasting,  and  seeing.  The  judge  begins 
here,  and  whenever  he  renders  a  decision  he  commences 
just  where  a  little  child  begins,  and  sees  and  hears  just 
as  patiently  and  clearly  as  it  is  possible  for  a  child  to  do. 

1^0  man,  however  high,  ever  gets  beyond  objective 
perception. 

So  much  depends  upon  it  during  all  life  that  its  culti- 
vation should  form,  the  essential  and  prominent  work  of 
an  elementary  course  in  all  our  schools. 

A  FEW  SITGGESTIOIirS  IN  TKAINING  THE  SENSES. 

It  has  frequently  been  said  that  the  mind  can  only 
receive  ideas  through  the  medium  of  the  senses.  It 
follows,   then,  that  the  senses  must  be  trained  in  all 


THE    TRAINING  OF   THE   SENSES.  37 

the  grades  of  a  school  course.  Ko  man  or  woman  is  too 
old  to  need  the  culture  of  the  eye,  hand,  ear,  as  well  as 
the  nose  and  mouth.  If  the  human  machine  is  in  good 
working  order  the  mind  will  be  likely  to  be  stocked  with 
thought. 

Principles. — One  sense  cannot  be  trained  without  also 
training  to  some  extent  all  the  others. 

Quickness  of  apprehension  must  be  aimed  at. 

Correctness  of  statement  is  essential.  Language  is 
the  vehicle  of  thought.  Fragmentary  expression  is  cer- 
tain to  lead  to  disconnected  thought.  Full  statements 
in  sentences  are  of  inestimable  value.  First  be  certain 
that  there  is  correctnesSy  next  quickness,  then  full  state- 
ments. 

There  are  two  kinds  of  sight,  feeling,  etc. :  one  is  the 
objective,  or  what  the  mind  perceives  when  it  looks  out 
upon  the  outside  world  ;  the  other  is  subjective,  or  what 
the  mind  perceives  when  it  looks  in  upon  itself  and 
recalls,  recollects,  judges,  or  reasons.  Primary  grades 
are  mainly  concerned  with  objective  culture ;  higher 
grades  give  more  time  to  subjective  discipline. 


PIBST  COVRS^— Outlines  of  Lessons. 

Suppose  a  piece  of  glass  is  presented  to  the  children. 
A.fter  proper  questioning,  but  kever  telling,  or  ask- 
[KG  questions  that  can  be  answered  by  yes  or  no, 
lead  the  children  to  look — look — ^look — and  think  and 
tell.     The  following  full  statement  is  obtained  : 

Glass  is  bright,  cold,  smooth,  transparent,  and  brittle. 


38        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

In  subsequent  lessons  other  objects  are  presented,  and 
the  following  statements  obtained  : 

India-rubier  is  opaque,  elastic,  inflammable,  black, 
tough,  and  smooth. 

Leather!^  flexible,  odorous,  water-proof,  tough,  smooth, 
durable  and  opaque,  and  is  used  for  shoes,  gloves,  reins, 
saddles,  porte-monnaies,  and  binding  books. 

Loaf-sugar  is  soluble,  fusible,  brittle,  hard,  sweet, 
white,  sparkling,  granular,  solid,  and  opaque. 

In  the  same  manner  use  the  following  substances  : 


Sponge, 

Wool, 

Water, 

A  piece  of  wax. 

Camphor, 

Bread, 

Sealing-wax, 

Whalebone, 

Ginger, 

Blotting-paper, 

Milk, 

Eice, 

Salt, 

Horn, 

Crayon. 

SECOND  COTS'RS'S^— Comparisons. 

After  having  obtained  all  the  obvious  qualities  of  the 
foregoing  objects,  or  others  equally  as  good,  then  com- 
mence a  series  of  comparisons,  taking  care  in  each  step 
to  bring  into  active  exercise  all  the  senses  possible. 

Present  the  subject  in  outline  thus  : 


SiMILAKS. 


Milk. 

Liquid, 

Wholesome, 

Heavy, 

Eeflective, 
Used  to  drink. 


Water. 

Liquid, 
Wholesome, 
Heavy, 
Reflective, 
Used  to  drink. 


THE   TRAINING  OF   THE   SENSES. 


39 


Milk. 

Water. 

"  Opaque, 

Transparent, 

White, 

Colorless, 

JDlSSIMILAES.   - 

Sweet, 

Tasteless, 

Odorous, 

Inodorous, 

^  Greasy. 

Clean. 

Compare  all  the  substances  mentioned  above.  It  will 
often  tax  the  observing  powers  of  both  teacher  and 
pupils  to  the  utmost  to  obtain  correct  and  comprehen- 
sive statements.     The  results  will  pay. 


THIRD  COITBSE — Parts,  Qualities,  Comparisons,  and  Uses. 


Parts. 


Qualities.       Uses  and  Comparisons, 


Ak  Apple — Eye, 

Spherical, 

Core, 

Juicy, 

JPeel, 

Hard, 

Pulp, 

Solid, 

To  be 

Juice, 

Opaque, 

supplied 

Stalk, 

Odorous, 

by  the 

Surface, 

Colored, 

teacher. 

Inside, 

Natural, 

Outside, 

Sweet  or  sour. 

Seeds,  etc.     Vegetable. 

In  a  similar  manner  treat  the  following  substances  : 

Book,  Chair,  Pen,  Oyster,  Oil, 

Egg,  Knife,  Key,  Water,  Milk, 

Bird,  Orange,  Acorn,  Ink,  Stone, 

Cork,  Glue,  Honey,  Needle,  Vinegar. 


40        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

Remarks. — It  matters  not  whether  these  lessons  are 
called  object-,  objective-,  or  sense-lessons  ;  their  impor- 
tance cannot  be  questioned.  So  many  of  our  scholars 
are  not  able  to  see  what  is  right  before  their  eyes  that 
often  the  teacher  has  occasion  to  be  discouraged.  They 
grow  up  having  eyes  which  see  not  and  ears  which  hear 
not,  or  if  they  do  see,  it  is  ^'  men  as  trees  walking.  ■'^ 

The  study  of  books  will  not  give  that  quickness  of 
perception  so  necessary  to  success  in  life.  The  outward 
world  must  be  studied.  What  gives  success  to  the 
chemist,  surveyor,  merchant,  farmer,  sailor,  engineer, 
blacksmith,  carpenter,  bricklayer,  and  builder,  but  a 
certain  sharpness  in  seeing  tilings^  The  successful 
workman  owes  his  superiority  to  the  fact  that  he  per- 
ceives what  others  do  not  perceive.  Edison  looks,  feels, 
hears,  and  tastes  what  others  have  overlooked. 

Sharpness  in  perception  is  at  the  foundation  of  the 
thousand  improvements  of  the  present  age.  We  see  and 
hear  what  other  ages  have  seen  and  heard  but  did  not 
know  it.  How  often  do  we  hear  the  expression,  ^^I 
have  looked  at  that  a  hundred  times,  but  never  saw  it 
before  ^^!  Eyes  must  be  trained  to  see,  and  all  the 
senses  to  act. 


ATTENTION,  4I 


ATTENTION. 

The  derivation  of  words  often  gives  us  correct  ideas 
of  their  application.  We  have  examples  of  this  in  atten- 
tion, from  ad  to  and  tendo,  I  bend,  and  abstraction,  als 
from  and  tralio  I  draw.  Abstraction  is  the  drawing  the 
thought  away  from  other  objects  ;  attention  is  the  bend- 
ing of  all  our  powers  to  the  thinking  of  that  which  has 
become  the  object  of  thought.  There  must  be  some- 
thing  to  think  of  before  we  can  think,  and  we  must 
have  the  ability  to  keep  our  thoughts  upon  this  some- 
thing before  we  can  secure  attention.  It  is  compara- 
tively easy  to  fix  thought  upon  one  thing,  but  it  is 
much  harder  to  keep  it  there  for  any  length  of  time. 

Attention  is  not  a  distinct  faculty  as  memory  or  imag- 
ination, but  it  underlies  and  is  essential  to  them  all. 
Although  it  originates  nothing,  yet  nothing  can  be  done 
without  it.  Let  us  now  consider  how  it  acts.  When 
we  go  into  the  fields  many  impressions  are  made  upon 
the  senses.  We  at  once  select  one  object ;  this  becomes 
the  object  of  thought,  perhaps  only  for  an  instant,  when 
another  is  attended  to,  and  another,  and  so  on  during 
the  walk.  If  we  see  some  one  thing,  as  a  flower,  that 
we  desire  especially  to  examine,  the  will  is  brought  into 


42        MIND^STUDIES  FOR    YOUNG   TEACHERS, 

action  and  other  objects  are  excluded.  Perhaps  we 
shade  our  eyes  so  as  more  easily  to  exclude  a  desire  to 
attend  to  anything  else.  We  learn  that  at  first  there  is 
an  unwilling  or  involuntary  attention^  and  then  a  will- 
ing or  Yoluntary  attention.  When  we  return  home  we 
shut  our  eyes  and  mentally,  recall  all  that  we  have  seen. 
The  amount  and  vividness  of  this  re-call-ing  or  re-collect- 
ing is  exactly  proportioned  to  the  completeness  of  the 
attention. 

Principle. — That  which  we  loill  to  attend  to  is  recol- 
lected easily  ;  the  rest  is  easily  forgotten. 

Lesson.— The  will  must  be  called  into  active  exercise 
if  the  objects  of  attention  are  to  be  apprehended. 

Illustration. — The  following  dialogue  is  to  the  point. 
A  pupil  said,  ^'1  cannot  understand  this  lesson.''^ 

^'  Have  you  studied  it  V 

^^Yes,  sir.  I  have  been  studying  it  for  more  than  an 
hour,  and  I  have  no  idea  of  a  single  line.^^ 

"  Tell  me  what  games  you  played  at  recess.^^ 

^^  Yes,  sir.     We  played  two/^  etc. 

'^  You  remember  how  many  fish  you  caught  last  week;, 
Saturday  ?'' 

^^  I  brought  home  seventeen,  and  had  lots  of  sport 
thrown  in/^ 

^^You  seem  to  remember  outside  things  very  well. 
Why  can  you  not  remember  books  as  well  ?^^ 

^^  The  fact  is,  sir,  that  my  mind  is  full  of  ball-games, 
fishing,  hunting,  and  outside  affairs.     It^s  away  off.-*' 

^^  That  is  the  reason  you  cannot  learn.  If  you  can 
bring  your  mind  here  and  think  of  what  you  are  read- 
ing, you  will  remember  and  understand  well  enough/' 


A  TTENTION',  43 


Application. — Some  way  must  be  found  to  influence 
the  wills  of  pupils  before  they  can  give  attention  to  what 
they  study.  The  means  of  accomplishing  this  are 
various.  Under  the  old  masters  the  rod  was  used,  and 
in  many  cases  it  was  effectual.  The  pupil  felt  ^'  I 
must/''  then  ^^I  will/^  and  afterward  followed  attention 
and  success. 

Here  should  follow  a  discussion  of  proper  and  im- 
proper motives,  affections  and  desires,  as  means  of  bring- 
ing the  will  into  vigorous  exercise,  and  securing  atten- 
tion. It  is  of  the  utmost  importance  that  they  should  be 
understood;  here  is  the  outline  of  the  argument: 

MOTIVES : 

1.  Love  of  Truth,  Purity,  and  Eight. 

2.  The  Joy  of  Discovery. 

3.  The  Ee wards  of  Success. 

4.  Love  of  Study. 

5.  Sympathy  and  Personal  Attachment. 

6.  The  Hope  of  Approval,  or  Desire  of  Esteem. 

7.  Desire  of  Influence  and  Power. 


I. 


1.  Pride  of  Position  and  Desire  of  Glory. 

2.  Emulation. 

3.  Vanity  of  Success. 

4.  Fear  of  Punishment : 
11.  ^  a.  Of  the  Body— Pain; 

I,  Of  the  Mind — Disgrace — Low  Marks; 
c.  Fear  of  Eidicule  and  Scolding. 

5.  Desire  of  Property 

6.  Desire  to  satisfy  the  Demands  of  our  Appetites. 


44        MIND-STUDIES  FOR    YOUNG   TEACHERS. 
AFFECTIONS  AND  DESIKES: 

1.  The  objects  of  Desires  are  things. 

2.  The  objects  of  Affections  are  living  beings. 

3.  The  Desires  appropriate  their  objects  to  them- 

selves. 

4.  The  Affections  flow  from  us  to  other  living 

beings. 

5.  Pity  is  (1)  an  emotion  in  view  of  distress,  and 

(2)  an  impulse  to  relieve  it. 

6.  Affection  is  an  element  of  Love. 

7.  Affections  that  come  from  our  association  with 

others  are : 
a.  Friendship, 
h.  Gratitude, 

c.  Sympathy, 

d.  Eespect, 

e.  Love. 


It  is  only  when  the  emotion  exists  in  an  undue  degree,  or  with  regard  to 
unworthy  objects,  when  the  supposed  excellence  upon  which  we  congratu- 
late ourselves  really  does  not  exist,  or,  when  existing,  we  are  disposed  to  set 
ourselves  up  above  others  for  the  lack  of  it,  or  even  to  make  them  feel  by 
our  manner  and  bearing,  what  and  how  great  the  difference  is  between  them 
and  us;  it  is  only  under  such  forms  and  modifications  that  the  feeling  be- 
comes culpable  and  odious.  These  it  not  unfrequently  assumes.  They  are 
the  states  of  mind  commonly  denoted  by  the  term  pride,  as  the  word  is  used 
in  common  speech;  and  the  censure  usually  and  very  justly  attached  to  the 
state  of  mind  designated  by  that  term  must  be  understood  as  applicable  to 
the  disposition  and  feelings  now  described,  and  not  to  the  simple  emotion 
of  pleasure  in  view  of  our  own  real  or  supposed  attainments.  That  which 
we  condemn  in  the  proud  man  is  not  that  he  excels  others,  or  is  conscious 
of  excelling,  or  takes  pleasure  even  in  that  consciousness;  but  that,  com- 
paring himself  with  others,  and  feeling  his  superiority,  he  is  disposed  to 
think  more  highly  of  himself  than  he  ought,  on  account  of  it,  and  more  con- 
temptuously of  others  than  he  ought;  and  especially  if  he  seeks  to  impress 
others  with  the  sense  of  that  superiority.— Joseph  Haven's  "Mental  Phi 


PERCEPTION.  45 


PERCEPTION. 

SoMETHiiS'G  touches  me,  the  nerves  receive  the  im- 
pression and  transmit  it  to  the  brain  ;  there  it  produces 
a  SEi^SATiOK.  The  intellect  may  not  be  impressed;  if 
it  is  not,  no  permanent  result  is  produced;  if  it  is,  a 
PERCEPTION'  is  the  effect.  The  act  of  perceiving  a 
sensation  is  a  perception.  The  result  of  this  process, 
or  what  is  perceived,  is  called  a  percept. 

It  will  be  noticed  that  perception  is  an  act  of  the  in- 
tellect. Many  sensations  reach  the  mind,  but  fail  to 
become  perceptions  because  there  is  no  DiscRiMii^ATio:^" 
aroused.  This  is  the  reason  why  so  many  times  pupils 
hear,  see,  and  even  answer  without  remembering.  They 
have  eyes  but  they  see  not,  ears  but  hear  not.  Their 
senses  are  acute,  their  brains  in  good  working  order,  but 
the  proper  perceptions  are  not  produced,  therefore  they 
learn  nothing. 

Two  Steps  in  Perception. — 1.  In  order  to  perceive  there 
must  he  discrimii^ation'. 

A  voice  is  heard,  the  head  is  turned,  the  eyes  look, 
the  countenance  is  brightened;  here  is  evidence  of  dis- 
crimination.    Other  sounds  are  heard  hut  not  perceived. 


46        MIND^STUDIES  FOR    YOUNG   TEACHERS, 

because  they  are  not  separated  from  their  surroundings. 
This  voice  is  separated  from  its  surroundings;  in  other 
words,  it  is  discrijuinated. 

At  first  all  objects  are  alike  to  the  child;  soon  it  dis- 
criminates a  light  and  perceives  it;  soon  it  discriminates 
a  sound,  as  of  a  bell,  and  turns  its  head  in  the  direction 
from  which  it  comes;  soon  it  discriminates  its  mother^s 
voice,  and  attends  to  it;  soon  it  discriminates  her  face, 
and  smiles.  Now  peeceptiok  is  fully  established,  and 
mental  action  assured.  Until  a  child  smiles  in  response 
to  motives,  there  is  little  evidence  that  it  has  healthy 
mental  action.  From  this  moment  on,  the  mind  begins 
to  grow,  but  notice  the  order:  sensation,  discrimination, 
perception.  This  is  the  one  order  from  infancy  through 
life. 

2.   TJie  second  step  in  perception  is  association  and 

KE-COLLECTIKG. 

A  child  hears  a  sound  which  produces  a  pleasing  per- 
ception. It  smiles  the  next  time  it  hears  the  same 
sound;  it  recalls  the  former  association,  and  it  smiles 
again.  This  association  of  one  sensation  with  other 
sensations,  and  the  ability  to  recall  these  associations,  is 
the  highest  kind  of  perception.  Here  we  notice  the  rep- 
resentative faculty.  The  order  may  be  from  nerves  to 
the  brain,  or  se7isatio7i ;  the  impression,  or  the  prescn- 
tative  faculty;  the  recalling  of  these  impressions,  or  the 
representative  faculty. 

Notes. — 1.  The  nerves  must  be  in  good  working  order 
if  they  are  to  convey  correct  messages. 

2.  The  impressions  must  be  distinct  if  the  mind  is 
expected  to  retain  them, 


PERCEPTIOI^.  47 

3.  Perception  is  a  process  of  grouping.  As  there  can 
be  no  association  without  groupings  the  arrangement  of 
material  for  thought  must  be  carefully  attended  to. 

4.  Single  sense  perceptions  are  not  likely  to  be  re- 
called. 

5.  Touch  and  sight  supply  more  objects  than  any 
other  senses.     These  need  careful  cultivation. 

6.  The  training  of  all  the  senses  must  be  carefully  at- 
tended to  if  we  expect  to  reach  the  mind. 

7.  As  all  the  materials  of  perception  come  through 
the  avenues  of  the  senses^  it  follows  that  the  training  of 
the  senses  is  a  subject  of  paramount  importance  to 
teachers.  We  learn  to  see  by  seeing,  to  hear  by  hear- 
ing, to  feel  by  feeling. 


One  of  the  best  methods  of  educating  the  perceptive  powers  is  by  the 
study  of  soirie  seieiice,  as  botany,  geology,  zoology,  or  some  form  of  natural 
history.  These  ought  to  take  us  out  of  doors,  put  us  in  the  fields  and  woods, 
show  us  Nature,  open  our  eyes,  and  awaken  observation.  The  botanist  walks 
on,  hour  after  hour,  searching  for  some  plant,  till  he  detects  its  habitat  by 
the  side  of  a  stream,  or  on  the  damp  borders  of  a  quiet  lake.  The  ornithol- 
ogist steps  with  the  light  tread  of  an  Indian  over  the  rocks  and  leaves, 
following  the  whistle  of  a  thrush,  or  the  cry  of  a  cat-bird,  till  he  detects  the 
little  lady,  sitting  in  maiden  meditation,  fancy  free,  among  the  leaves,  and 
watches  her  gentle  movements,  till  he  comes  to  know  her  by  heart.  Then 
the  student  of  geology  walks  over  hill  and  plain,  reading  a  great  history  of 
one  hundred  thousand  years  in  the  swell  and  roll  of  the  meadow,  in  the 
rounded  escarpment  of  rocks,  in  the  long  level  of  the  plateaus.  But  the 
powers  of  observation  are  educated  by  the  study  of  art,  as  well  as  by  the  study 
of  nature.  Every  child  ought  to  learn  to  draw,  as  well  as  to  read  and  write; 
not  in  order  to  draw  poor  figures  and  bad  landscapes,  but  in  order  to  sketch 
easily  and  readily  whatever  object  he  sees  and  wishes  to  remember.  The 
power  of  drawing  in  perspective,  which  can  be  acquired  in  a  week,  is  a 
satisfaction  during  one's  life.  Sketching  picturesque  objects— trees,  faces, 
forms  —  leads  to  observation  cultivates  observation. —  James  Freeman 
Clarke's  "Self-Culture." 


48        MIMD-STUDIES  FOR    YOUNG   TEACHERS. 


ABSTRACTION. 

The  child  at  first  perceives  nothing  distinctly. 

Its  lesson  in  gaining  knowledge  is  to  separate  objects 
— to  draw  away  one  thing  from  its  associate  things. 
This  is  the  first  step  in  ^^ abstraction.-^^  The  child  does 
not  know  liimself  for  some  time.  A  boy  has  been 
known  to  bite  his  own  arm,  as  though  it  had  been  a 
foreign  object.  Children  always  speak  of  themselves  as 
of  another  person.  They  are  continually  saying,  ^^Mary 
wants  some  milk/^  or  '^  Johnnie  must  have  some  candy. '^ 
Generally  during  the  third  year  there  is  a  substitution 
of  ^^me/^  ^'1/'  and  ^^my/^  for  the  proper  name,  and 
this  marks  the  commencement  of  an  idea  of  the  in- 
dividual self.  Now  the  recognition  of  personal  feelings 
of  pleasure,  pain,  hopes,  and  fears  begins  to  be  realized. 

The  higher  idea  of  the  mental  self — the  power  of 
turning  the  mind  inward  and  noticing  mental  pro- 
cesses— marks  a  much  later  period  in  mental  growth. 
In  fact,  this  period  is  often  never  reached  by  many 
whose  mind-culture  is  neglected  or  misapplied.  Teach- 
ers should  carefully  watch  the  beginning  of  this  most 
important  faculty.  The  following  hints  will  be  of  value 
in  pursuing  this  interesting  investigation: 


ABSTRACTION,  49 

Two  Facts  in  Abstraction. — 1.  It  seems  to  be  certain 
that  children  attribute  life  to  everything  they  see.  They 
seem  to  think  everything  can  move  and  talk.  A  little 
girl  of  five  once  said  to  her  mother,  ^^Ma,  I  do  think 
this  hoop  must  be  alive,  it  goes  whenever  I  want  it  to.^^ 
The  mind  soon  gets  the  power  of  discriminating  between 
living  and  dead  things.  But  even  after  this  power  is 
acquired  there  is  delight  in  playing  with  dolls,  sticks, 
and  small  stones,  as  though  they  were  men  and  women, 
horses,  or  cats  and  dogs.  This  habit  marks  the  connec- 
tion between  the  old  infantile  notions  and  the  higher 
ideas  of  abstraction,  and  especially  imagination. 

2.  The  second  step  in  the  growth  of  abstraction  is  the 
power  of  attributing  definite  feelings  to  others,  as  wise, 
kind,  and  good,  or  their  opposites.  These  qualities  be- 
come personified  in  mother,  father,  brother,  or  sister,  so 
that  the  very  sight  of  these  persons  is  certain  to  excite 
the  feeling  in  them  with  which  they  are  associated.  The 
presence  of  a  certain  person  has  given  them  joy.  He 
goes  away,  but  when  he  returns  and  the  child  sees  him, 
instantly  the  same  feeling  is  excited  again.  Or  a  certain 
person  has  caused  fear.  The  return  of  this  individual 
is  sure  to  make  the  child  afraid,  and  it  cries  as  if  in 
great  danger,  and  will  not  be  pacified  until  the  obnox- 
ious personification  of  fear  goes  away.  Thus  we  see  the 
commencement  of  the  faculties  of  abstraction,  associ- 
ation, and  imaginaiion.  How  common  is  it  to  talk  to 
the  child  through  the  language  of  abstract  association. 
Instead  of  saying  ^^  dog,^^  we  say  ^^bow-wow;^^  instead 
of  ^^cat^^  we  say  ^^  meow.''^  The  language  is  understood. 
But  it  must  be  noticed  that  at  first  the  words  apply  to 


50        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

all  cats  and  dogs.  There  is  no  discrimination.  Ab- 
straction is  not  strong  enough  yet.  One  watch  is  the 
same  as  all  watches;  one  name  the  same  as  all  names. 
But  soon  different  persons  are  discriminated;  different 
dogs  and  cats  known  and  named.  Ideas  become  defi- 
nitely abstracted  and  named. 

It  is  very  important  to  the  teacher  to  notice  how  this 
growth  proceeds  and  is  encouraged  in  definiteness  and 
distinctness.  It  is  through  the  power  of  noticing  the 
differences  and  likenesses  that  the  faculty  of  cornpari- 
son  is  early  brought  into  play.  At  first  a  goat  will  be  a 
^^  bow-wow/^  and  the  child  seizes  readily  a  pear  for  an 
apple  or  an  orange;  but  soon  these  objects  stand  out 
clearly  in  the  mind,  for  the  child  has  noted  and  remem- 
bered differences  by  means  of  comparison.  Koses  and 
daisies  are  known,  and  the  mind  has  acquired  new  and 
remarkable  powers.  It  is  not  necessary  to  inquire  at 
what  age  this  comes.  When  it  does  come  it  marks  a  dis- 
tinct era  in  the  mental  growth. 

3.  The  growth  of  language  keeps  pace  with  the  growth 
of  ideas.  The  use  of  adjectives  commences  when  ab 
straction  and  conception  become  definitely  developed. 
The  words  ''hig/'  '^hot/^  ^^bad/'  ''good/'  ^^nice/'  ar* 
soon  learned.  A  boy  of  twenty-two  months  old,  seeing 
a  rook  fly  over  its  head,  cried  out,  ''  Big  bird!^^  Teach- 
ers  should  be  extremely  careful  not  to  give  words  untii 
the  ideas  which  they  embody  are  certain  to  be  clearly  ir^ 
the  mind.  Here  is  an  axiom  of  the  ''  New  Educa- 
tion.^^ 

The  old  masters  piled  words  upon  words,  with  no  care 
to  ascertain  whether  they  were  understood  or  not ;  in 


ABSTRACTION-.  5 1 


fact,  they  piled  them  on  and  crammed  them  in,  fully 
knowing  they  were  not  understood.  It  was  a  practice 
not  at  all  productive  of  mind  growth,  but  rather  of  its 
destruction.  How  soon  has  a  child  an  idea  of  number? 
How  soon  can  it  discriminate  between  yesterday,  to- 
morrow, day  before  yesterday,  and  next  week?  A  cat 
can  count.  When  one  was  left  with  only  one  kitten  it 
was  miserable,  but  when  two  were  left  out  of  five  it  was 
happy.  Horses  have  been  known  to  count  as  high  as 
three  or  four.  It  takes  a  long  time  before  children  can 
distinguish  two  from  three  and  four,  and  so  on. 

Note.— See  Sully's  *'  Outlines  of  Psychology  "  and  Brooks's  '*  Mental  Sci- 
ence and  Culture." 


METHODS    OP    DEVELOPnsra     THE     PO^W^ER    OP    AB- 

STBACTION. 

Before  the  thought  can  be  directed  to  one  subject,  it 
must  be  separated  from  other  subjects.  Abstraction  is 
the  power  of  drawing  away  a  single  mental  image  from 
its  associates.  By  most  authors  it  is  called  attention, 
but  a  moment's  thought  will  convince  any  one  that 
there  must  be  the  poiuer  of  exclusion  before  anything 
can  be  excluded.  This  act  of  drawing  away  a  single 
idea  from  its  surroundings  is  abstraction;  the  act  of 
fixing  the  mind  upon  one  object,  and  keeping  it  there, 
is  attention.  How  may  we  discipline  the  mind  to  select 
single  objects  of  thought,  is  the  question  we  shall  try  to 
answer. 

Several  Methods  Explained. — 1.  By  observing  similar- 
ities and  differences.     When  twenty  or  thirty  pieces  of 


52        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

colored  paper  are  placed  on  the  table,  the  pupils  can  be 
asked  to  select  and  place  side  by  side  those  that  are 
alike.  In  the  same  manner  a  pile  of  stones  can  be  sorted 
— first,  as  to  size,  and  then  as  to  weight.  In  the  same 
manner  bottles  containing  liquids  of  different  colors 
can  be  classified,  geometric  forms  arranged,  and  species 
of  animals  and  plants  inspected.  Great  care  must  be 
used  to  cultivate  all  the  senses  —  hearing,  smelling, 
tasting,  feeling,  seeing,  and  the  faculty  of  reckoning 
distance. 

In  training  very  young  children  simple  objects  must, 
of  course,  be  used.  They  can  be  interested  in  assorting 
a  pile  of  sticks  of  different  lengths,  or  making  many 
lines  on  paper  or  the  board,  of  exactly  the  same  length 
as  a  specimen  given.  In  all  of  these  exercises  the  power 
of  comparing  many .  different  objects  and  classifying 
them  should  be  constantly  exercised,  and  great  care  used 
in  keeping  the  work  so  adapted  to  the  learner^s  advance- 
ment that  he  will  not  lose  interest  in  what  is  placed  be- 
fore him.  He  must  not  grow  weary  of  what  he  is  asked 
to  do,  for,  as  has  been  said  before,  and  will  often  be  said 
again,  interest  is  of  prime  importance. 

It  must  be  remembered  that  this  interest  is  to  be 
obtained  and  kept  through  the  work  itself,  and  not 
through  outside  things.  Keep  at  one  line  of  thought, 
and  in  it  hold  the  interest  until  some  definite  end  is  ac- 
complished. 

2.  The  faculty  of  abstraction  can  be  exercised  by  the 
use  of  naine  words.  The  abstract  idea  must  be  gained 
before  the  word  is  learned.  Mr.  Sully  says  that  ^^a  lit- 
tle boy,  twenty-six  months  old,  while  watching  a  dog 


ABSTRACTIOJ^,  $3 


panting  after  a  run,  exclaimed,  with  evident  pleasure, 
^Dat  like  a  puff  puff^^^  (locomotive).  It  would  have 
been  folly  to  have  required  that  boy  to  pronounce  the 
word  ^^locomotive^^  before  he  had  an  abstract  idea  of  it; 
and  what  is  true  of  this  word  is  true  of  every  important 
word  learned.  It  is  extremely  interesting  to  trace  the 
child^s  progress  in  the  use  of  words. 

Take  foods,  for  example.  At  first  no  food  is  known, 
and  nothing  is  abstracted  from  its  surroundings. 
Everything  goes  to  the  mouth.  Soon  one  thing  after 
another  is  rejected  until  a  few  articles  are  selected 
from  all  the  rest,  and  their  names  learned.  It  is 
by  no  means  necessary  that  the  words  should  be  short 
ones  at  first.  The  old  plan  of  commencing  with  ^^ab, 
eb,  ib,  ob,  ub,^^  and  then  adding  a  letter  to  each,  and  so 
proceeding  until  full  words  were  built  up,  was  a  mis- 
taken application  of  synthetical  teaching.  True,  after 
a  while  the  child  had  formed  ^^  abstract,  ebony,  ibex, 
object,  ubiquity,'^  etc.,  but  in  what  condition  was  the 
mind  left,  and  what  power  beyond  memory  was  culti- 
vated? In  fact,  nothing  was  accomplished,  for  when 
we  come  to  consider  what  memory  is,  and  how  it  is 
strengthened,  we  shall  find  that  this  faculty,  under  this 
old  empirical  way  of  teaching,  was  weakened  rather  than 
made  strong. 

3.  Action  words  are  readily  learned.  It  is  compara- 
tively easy  to  gain  abstract  notions  of  running,  leaping, 
rocking,  laughing,  etc.,  and  their  names.  It  is  harder 
to  teach  abstract  ideas  of  objects  and  their  names.  We 
can  think  abstractly  of  boy,  girl,  stick,  but  not  as  easily 
as  of  laughing,  singing,  and  eating. 


54        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

But  when  we  come  to  teach  the  abstract  idea  of  larger 
things,  made  up  of  many  simples,  we  shall  find  diffi- 
culty. For  example,  we  wish  to  teach  the  idea  of  a 
mountain.  A  small  sand  elevation  is  fashioned,  and, 
pointing  to  it,  we  say,  ^^Mountain.^^  Smoke  and  fire 
are  made  to  issue  from  its  summit,  and  we  now  say, 
^^  Volcano. ^^  If  we  are  not  certain  the  abstract  ideas  are 
in  the  mind,  the  words  should  not  be  pronounced.  Ac- 
cording to  the  principles  of  good  teaching,  the  words 
mountain,  volcano,  city,  ocean,  river,  should  not  be  ut- 
tered— the  learner  should  not  hear  them — until  the 
pictures  of  them,  apart  from  all  other  objects,  are  clearly 
in  the  mind.  You  say,  ''  Is  this  possible  ?^^  We  answer, 
It  is  possible. 

Pass  beyond  this  boundary-line,  and  permit  the  child 
to  use  words  conveying  to  his  mind  no  abstract  idea, 
and  we  enter  at  once  into  the  land  of  rote  teaching,  and 
the  old  education.  You  can  now  only  cram,  regard- 
less of  present  or  future  consequences.  The  very  first 
principles  of  the  philosophy  of  the  mind  oppose  this 
teaching. 

Use  may  be  made  of  pictures.  The  larger  the  idea 
to  be  learned,  the  larger  should  be  the  picture.  An 
example  of  this  is  afforded  in  the  words  ocean  and  city. 
It  must  be  remarked  that  connecting  words  and  particles, 
as  and,  but,  the,  by,  of,  in,  an,  a,  etc.,  are  used  without 
thought.  They  really  convey  no  idea.  They  are  only 
words  ^^  thrown  in^"*  to  fill  up  the  spaces  at  first.  The 
child  says:  ''Cow,  garden P  ''Fire,  houseP  "Moth- 
er, sick!'^  "Finger,  acheT  The  filling-up  words  add 
no  additional  meaning. 


ABSTRACTION,  $5 


4.  Abstraction  is  next  cultivated  ly  learning  qualities. 
These  must,  of  course,  be  apprehended,  by  abstracting 
the  ideas  from  objects.  This  is  difficult.  The  teacher 
must  proceed  slowly  and  carefully.  In  future  chapters, 
instruction  as  to  the  correct  method  of  proceeding  will 
be  given.  At  present  only  a  few  hints  can  be  thrown 
out.  Take,  for  example,  the  word  ^^good.^^  It  is  at 
first  associated  with  some  person,  as  mother;  then  with 
some  thing,  as  apple.  It  is  then  contrasted,  as  with  a 
rotten  apple,  or  bad  person.  Its  opposite  must  of  neces- 
sity be  learned  at  the  same  time.  Soon  the  child  has  the 
abstract  idea  of  ^^  goodness,''^  ^^ badness, ^^  ^^  kindness, ^^ 
^^  cruelty,^'  ^'love,'^  "hate.^^  Here  we  have  a  difficult 
lesson,  but  nevertheless  one  of  great  importance;  in  fact 
the  value  to  be  attached  to  the  learning  correctly  of  such 
abstract  ideas  as  we  have  suggested  cannot  be  overesti- 
mated. The  lesson  must  not  be  given  too  early  in  the 
pupiFs  life,  but  gradually  the  abstraction  gain  posses- 
sion of  the  mind.  When  the  time  comes  that  the  mind 
apprehends  abstract  qualities,  a  stage  of  advancement 
has  been  reached  indicating  great  mental  power. 
Teachers  must  learn  to  watch  the  commencement  of 
this  period,  for  it  marks  an  exceedingly  imj)ortant  era  in 
mental  growth. 

5.  The  highest  abstract  power  possessed  by  the  mind 
is  7nathematicaL  We  do  not  say  that  a  mathematical 
mind  is  the  most  perfect  type  of  intellect,  but  it  unques- 
tionably marks  the  most  complete  power  of  abstraction. 

No  human  mind  can  comprehend  1,000,000,  and  it 
has  been  stated  that  few  can  conceive  even  100.  When 
the  mind  comes  to  think  abstractly  of  quantity,  it  has 


S6        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

gained  a  wonderful  power.  Children  find  it  difficult  to 
think  of  even  the  quantity  10  without  visible  objects. 
But  teachers  need  not  trouble  themselves  on  this  point, 
for  numbers  can  and  should  be  used  to  express  operations 
ivMch  may  le  understood,  even  though  the  quantities 
represented  by  each  separate  number  cannot  be  abstractly 
conceived.  For  example^  we  can  understand  the  opera- 
tion 5754  X  7674  —  x,  without  abstractly  knowing  5754 
or  7674. 


To  form  general  notions,  more  than  one  object  must  be  given.  To  form 
abstract  notions,  but  one  is  required.  Example:  This  apple  is  red.  When 
we  have  separated  the  quality  designated  by  the  term  red  from  the  subject 
to  which  it  belongs,  we  then  have  the  abstract  notion  designated  by  the  term 
redness.    The  same  holds  in  all  other  instances. 

In  explaining  the  origin  and  genesis  of  universal  and  necessary  ideas,  in 
their  abstract  and  universal  form,  we  will  take  as  the  basis  of  our  explana- 
tion and  illustration  the  principle  of  causality;  to  wit,  every  event  has  a 
cause. 

It  is  admitted  that  originally  this  principle  is  not  given  in  this  form. 
What  is  given?  Some  particular  event  and  the  judgment.  This  particular 
event  had  a  cause.  It  is  also  admitted  and  affirmed  that  the  universal 
principle  is  not  here,  as  is  true  of  contingent  general  principles  given  by  the 
succession  of  particulars.  For  if  you  suppose  the  event  repeated  a  thousand 
or  a  million  times,  all  that  you  have  in  each  instance  is  the  particular  event 
and  the  particular  affirmation.  This  event  had  a  cause.  How  then  shall  we 
account  for  the  formation  of  the  idea,  or  principle,  under  consideration  ? 
Let  us  recur  to  the  individual  fact  above  alluded  to— the  fact  composed  of 
two  parts;  the  empirical  and  absolute  parts.  We  will  leave  out  of  view  the 
idea  of  succession,  and  confine  ourselves  to  the  one  fact  before  us. 

By  immediate  abstraction  let  us  suppose  the  separation  of  the  empirical, 
and  the  disengagement  of  the  necessary  and  absolute.  We  then  have  the 
pure  idea  of  the  absolute  and  necessary.  This  idea  thus  developed,  we  find 
it  impossible  not  to  apply  to  all  cases,  real  or  supposed.  We  have  then,  and 
in  this  manner,  the  universal,  necessary,  and  absolute  idea  or  principle. 

This  process  might  perhaps  be  more  distinctly  explained  by  a  reference  to 
the  ideas  of  body  and  space.  These  ideas  are  not  originally  given  in  their 
present  simple  abstract  form.  They  are  given  in  such  propositions  as  this: 
This  particular  body  is  somewhere,  or  in  space.  Here  you  have  the  empiri- 
cal part,  body,  and  the  necessary  and  absolute  part,  space.  Separate  the 
two,  and  you  have  the  conting:ent  idea  of  body,  and  the  necessary  and  ab- 
solute idea  of  space.  Hence  the  principle,  universal,  necessary,  and  absolute: 
Body  implies  space.— Mahan's  "  Mental  Philosophy." 


FACULTIES   USED  IN  ABSTRACT   THINKING,    57 


FACULTIES  USED  IN  ABSTRACT  THINKING. 

I.  Memory. 

Memory  retains  all  past  ideas  and  perceptions  in  the 
mind. 

Recollection  recalls  them. 

Fancy  takes  old  recollections,  and  modifies  and  com- 
bines them  afresh. 

Whatever  we  see  we  get  a  perception  of ;  then  a  fac- 
simile— a  representative  of  this  perception  is  stored  away 
in  the  memory,  but  it  is  not  the  same, 

Eecollection  is  usually  spontaneous ;  not  an  act  of  the 
will,  though  the  will  may  help. 

Memory  is  a  storehouse  of  materials  for  tlionght. 
Without  it  one  could  not  gain  a  knowledge  of  the  first 
priiiciples  governing  all  action. 

II.  Conception. 

That  idea  which  gives  one  all  the  common  properties 
of  a  class  of  objects — a  general  idea,  embracing  all  par- 
ticulars. 

There  may  be  (1)  phenomenal,  or  sense  conception ; 
(2)  thought  or  binder  standing  conceptions;  (3)  reason 
(or  ideal)  conceptions. 


58        MIND^STUDIES  FOR    YOUNG   TEACHERS, 

III.  Association. 

The  representatives  stored  in  the  memory  are  asso- 
ciated, still  tending  towards  unity. 

Association  may  be  (1)  from  natural  coming  together 
in  time ;  (2)  from  the  likeness  or  strong  contrast  of  one 
thing  to  another.  This  may  be  called  association  by 
suggestion  ;  (3)  or  the  mind  can  make  arbitrary  connec- 
tions of  unrelated  facts. 

Certain  associations  of  thought  will  influence  both  the 
personal  and  national  character. 

IV.  Abstraction. 

Takes  one  idea  from  an  association  of  ideas,  in  order 
to  study  and  understand  it  better. 
The  chief  operation  in  analysis. 

V.  Reflection. 

A  turning  lack  of  the  mind  to  consider  a  past  con- 
ception, either  for  (1)  analysis;  (2)  finding  its  philo- 
sophical or  logical  connections ;  (3)  or  for  using  it  to 
illustrate  some  other  conception  by  comparison  or  con- 
trast. 

YI.  Judgment, 

A  judgment  is  a  determined  connection  of  two  con- 
ceptions as  subject  and  predicate.  There  are  two  kinds 
of  judgments : 

1.  Analytical. 

2.  Synthetical. 
YII.  Imagination. 

It  may  be  of  two  kinds  : 

1.  Eeproduction ;  and 

2.  Originally  productive. 


FACULTIES   USED  IN  ABSTRACT   THINKING.    5g 

^'  A  fanciful  dress  merely  strikes  the  sense ;  imagina- 
tion puts  thought  into  it,  and  makes  it  to  express  some 
conformity  to  character  and  circumstances/^ 


THE    REASON. 

The  reason  comprehends  those  things  that  go  beyond 
or  before  experience. 

The  principles  conditional  for  all  knowledge  belong  to 
rational  psychology ;  but  the  reason^'s  iise  of  such  prin- 
ciples comes  within  the  range  of  experience.  • 

I.  The  reason  modifies  every  other  faculty. 
II.  The  reason  recognizes  the  supernatural  in  nature ; 
the  understanding  cannot  attain  to  a  first  cause. 

III.  The  reason  holds  the  ideals,  or  archetypes  of  abso- 

lute perfection. 
These  archet3rpes,  when  manifested  to  the  human 
reason  in 

(1)  form  (beauty) , 

(2)  principle  {truth), 

(3)  the  personal  self  {goodness), 

are  spoken  of  as  ''  The  Beautiful/'  ^^The  True/' 
^^  The  Good.'' 

IV.  The  reason  inspires  the  fancy  and  imagination, 

producing  genius. 
^^The  genius  is  either  artist,  sage,  or,  in  the  lib- 
eral sense  of  the  word,  hero ;  as  in  large  degree 
he  sees  and  expresses  the  ^  Beautiful,' the  ^True,' 
or  the  ^Good.'" 


6o       MIND-STUDIES  FOR    YOUNG   TEACHERS. 

Suppose  an  engineer  has  constructed  an  iron  tubular  bridge,  and  finds 
that  it  is  just  strong  enough  to  bear  the  strain  it  is  subject  to— a  strain  re- 
sulting mainly  from  its  own  weight.  Suppose  further  that  he  is  required  to 
construct  another  bridge  of  like  kind,  but  of  double  the  span.  Possibly  it 
will  be  concluded  that  for  this  new  bridge  he  might  simply  magnify  the 
previous  design  in  all  its  particulars— make  the  tube  double  the  depth, 
double  the  width,  and  double  the  thickness,  as  well  as  double  the  length. 
But  he  sees  that  a  bridge  so  proportioned  would  not  support  itself— he 
infers  that  the  depth  or  thickness  must  be  more  than  double. 

By  what  arts  of  thought  does  he  reach  this  conclusion  ?  He  knows,  in  the 
first  place,  that  the  bulks  of  similar  masses  of  matter  are  to  each  other  as 
the  cubes  of  their  linear  dimensions;  and  that,  consequently,  when  the 
masses  are  not  only  similar  in  form  but  of  the  same  material,  the  weights 
also  are  as  the  cubes  of  the  linear  dimensions.  He  knows,  too,  that  in  simi- 
lar masses  of  matter  which  are  subject  to  compression  or  tension,  or,  as  in 
this  case,  to  the  transverse  strain,  the  power  of  resistance  varies  as  the 
squares  of  the  linear  dimensions.  Hence  he  sees  that  if  another  bridge  be 
built  proportioned  in  all  respects  exactly  like  the  first,  but  of  double  the 
size,  the  weight  of  it — that  is,  the  gravitative  force,  or  force  tending  to  make 
it  bend  and  break— will  have  increased  as  the  cubes  of  the  dimensions;  while 
the  sustaining  force,  or  force  by  which  breaking  is  resisted,  will  have  in- 
creased only  as  the  squares  of  the  dimensions,  and  the  bridge  must  there- 
fore give  way.  Or,  to  present  the  reasoning  in  a  formal  manner,  he  sees 
that  the 

Sustaining  force  in  I   .  j  Sustaining  force  in  I    ..  -a  .  02. 
the  small  tube      )   *  |     the  large  tube       )    *  ' 

whilst  at  the  same  time  he  sees  that  the 

Destroying  force  in  |   .  j  Destroying  force  in  |    .  .  ^  3  .  03 . 
the  small  tube      f  *   (     the  large  tube        I   '  ' 

whence  he  Infers  that  the  destroying  force  has  increased  in  a  much  greater 
ratio  than  the  sustaining  force,  the  larger  tube  cannot  sustain  itself,  seeing 
that  the  smaller  one  has  no  excess  of  strength.  But  now,  leaving  out  of 
sight  the  various  acts  by  which  the  premises  are  reached,  and  the  final  in- 
ference is  drawn,  let  us  consider  the  nature  of  the  cognition  that  the  ratio 
between  the  sustaining  forces  in  the  two  tubes  must  differ  from  the  ratio 
between  the  destroying  forces;  for  this  cognition  it  is  which  here  concerns 
us,  as  exemplifying  the  most  complex  ratiocination.  There  is,  be  it  ob- 
served, no  direct  comparison  between  these  two  ratios.  How,  then,  are  they 
known  to  be  unlike?  Their  unlikeness  is  known  through  the  intermediation 
of  two  other  ratios  to  which  they  are  severally  equal.— Spencer's  "  Syn- 
thetic Philosophy." 


FROM  THE  SUBJECTIVE  TO  THE   CONCEFTIVE.  6l 


FROM  THE  SUBJECTIVE  TO  THE  CONCEPTIVE. 

SEEii^G  with  the  eyes  shut  what  has  never  been  seen 
with  the  eyes  open  is  the  great  object  to  be  reached  in 
our  schools.  How  can  this  be?  You  have  never  been 
to  China^  but  you  can  see  that  country,  if  you  have 
studied  geography  properly,  with  great  correctness.  If 
you  have  learned  only  the  map,  with  its  black  lines  and 
colored  surfaces,  you  cannot  see  the  real  China,  only  the 
map  of  it. 

The  Object  of  Sense-training. — The  prime  object  of 
sense  training  is  to  enable  the  learner  to  see,  hear,  feel, 

TASTE,  AND  SMELL,  I]^  HIS  MIND,  AS  A  RESULT  OF  SENSE- 
IMPRESSIONS.  In  other  words,  to  use  his  mind.  For 
example:  there  is  a  kind  of  so-called  geography  in  our 
schools,  that  is  not  geography  at  all,  for  it  leaves  no  real 
impressions.  It  consists  only  in  memorizing  names  and 
figures.  The  true  learning  of  geography  fam^iliarizes 
pupils  with  the  entire  world,  so  that  they  can  travel  in 
imagination  over  it,  even  though  they  have  never  been 
ten  miles  from  home.  What  is  true  of  geography  is 
also  true  of  history.  This  study  is  nothing  but  a  series 
of  picture-impressions.  We  see  Alexander  the  Great, 
Marathon,  Thermopylaa,  Waterloo,  Saratoga.     The  viv- 


62        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

idness  of  these  thoughts  is  just  in  proportion  to  the 
value  of  the  history  studied. 

In  connection  with  this  subject  we  quote  the  words  of 
Mr.  Geo.  P.  Brown  as  exactly  to  the  point.     He  says: 

The  teacher  must  recognize  the  fact  that  the  learning  of  a  de- 
scriptive lesson  consists,  essentially,  in  the  development  of  a  men- 
tal picture  in  the  mind  of  the  pupil ;  and  that  the  merit  of  the 
teaching  will  be  exactly  proportioned  to  the  clearness  and  sharp- 
ness of  outline  which  this  picture  presents.  He  must  also  see  that 
the  teaching  of  the  explanatory  portions  of  a  lesson  consists  essen- 
tially in  causing  the  pupil  to  apprehend  relations  between  ideas, 
and  that  those  relations  are  chiefly  those  of  cause  and  effect. 

He  must  test  his  pupils— not  simply  to  ascertain  whether  they 
can  repeat  the  words  of  the  lesson,  but  to  ascertain  whether  their 
mental  picture  of  things  described;  and  their  understanding  of 
things  explained,  are  accurate. 

In  what  way  can  teachers  succeed  in  reaching  such 
results  is  the  great  question  before  mind  students  to-day. 

How  to  Teach  Relations  between  Ideas. — The  object 
is  not  directly  to  cultivate  the  memory;  in  other  words, 
he  must  not  stock  the  mind  with  useful  facts,  in  store 
for  the  possible  contingencies  of  life,  hiit  to  get  it  in 
shape  to  do  the  thinhing  of  life.  Memory  grows  strong 
as  other  faculties  grow  strong.  Without  strength  in 
other  directions  there  is  no  strength  of  memory. 

2.  Effort  on  the  part  of  the  child  must  be  voluntary. 
Pleasure  must  be  associated  with  the  exertions  of  the 
learner.  It  is  a  fundamental  principle  of  mind-culture 
that  all  real  growth  is  voluntary  activity.  Pleasure  that 
comes  from  success  is  the  purest,  next  to  religion,  that 
we  experience;  it  is  also  the  most  beneficial. 


FROM  THE   SUBJECTIVE  TO  THE   CONCEPTIVE,   63 

3.  The  habit  of  associating  similars  and  discriminat- 
ing dissimilars  is  very  important.  This  requires  much 
thought  when  properly  done.  It  is  almost  the  first  les- 
son in  early  life  and  the  last  in  old  age.  From  it  come 
most  important  results. 

4.  The  power  of  drawing  correct  conclusions  and 
judgments  is  necessary.     This  is  essential. 

Now  let  us  see  where  we  are. 

Suppose  a  student  has  been  trained — 

To  think  for  himself ;  in  other  words^  to  see  things 
correctly ; 

To  act  voluntarily ; 

To  associate  similars  and  discriminate  dissimilars ; 

To  draw  correct  judgment; 

What  next?  He  tvill  undoubtedly  have  clear  and  cor- 
rect conceptions.     This  is  as  certain  as  cause  and  effect* 

Why  have  we  wrokg  co:n^ceptioks  of  our  sur- 

ROUIsTDIKGS? 

1.  Because  we  have  no  power  of  independent  thought. 
We  do  not  see  things  correctly.  We  do  not  do  our  own 
thinking.     Somebody  tells  us,  tee  lelieve  and  act, 

2.  Because  we  do  not  act  voluntarily.  We  are  led  by 
others.  We  follow  and  get  into  trouble  we  cannot  get 
out  of. 

3.  We  cannot  associate  two  or  three  actions  and  from 
them  conclude^  but  act  on  the  spur  of  the  moment  from 
the  first  evidence  that  comes  to  us. 

4.  We  have  no  pov/er  of  calm  judgment. 

Such  a  person  will  be  a  slave,  not  a  master — a  fol- 
lower, not  a  leader.  The  more  we  study  the  mind,  the 
clearer  we  see  the  fact  that  all  true  education  proceeds 


04        MIND-STUDIES  FOR    YOUNG    TEACHERS, 

from  the  known — what  is  seen,  heard  and  felt  and  tasted 
— by  successive  steps  to  what  is  conceived  to  be  sben, 
heard,  felt,  and  tasted.  When  these  conceptions  are 
clear  and  correct,  and  we  are  able  to  express  them  so  as 
to  convey  correct  ideas  to  others,  we  have  a  good  educa- 
tion. A  mental  machine  in  good  working  order  is  what 
we  want.  To  make  it  as  nearly  perfect  as  possible  is  the 
work  of  the  teacher. 


My  notion  of  a  table,  for  example,  is  that  of  an  object  possessing  certain 
qualities,  as  form,  size,  weight,  color,  hardness,  each  of  which  qualities  is 
known  to  me  by  a  distinct  act  of  perception,  if  not  by  a  distinct  sense,  and 
each  of  which  is  capable,  accordingly,  of  being  distinctly,  and  by  itself,  an 
object  of  thought  or  conception.  The  understanding  combines  these  several 
conceptions,  and  thus  forms  the  complex  notion  of  a  table.  The  notion  thus 
formed  is  neither  more  nor  less  than  the  aggregate,  or  combination  of  the 
several  elementary  conceptions  already  indicated.  When  I  am  called  on  to 
define  my  complex  conception,  I  can  only  specify  these  several  elementary 
notions  which  go  to  make  up  my  idea  of  the  table.  I  can  say  it  is  an  object 
round,  or  square,  of  such  magnitude,  that  it  is  of  such  or  such  material,  of 
this  or  that  color,  and  designed  for  such  and  such  uses. 

Now  when  I  affirm  that  the  table  is  round,  I  state  one  of  the  several  quali- 
ties of  the  object  so  called,  one  of  the  several  parts  of  the  complex  notion. 
It  is  a  partial  analysis  of  that  complex  conception.  I  separate  from  the 
whole  one  of  its  component  parts,  and  then  affirm  that  it  sustains  the  rela- 
tion of  a  part  to  the  comprehensive  whole.  The  separation  is  a  virtual 
analysis.  The  affirmation  is  an  act  of  judgment  expressed  in  the  form  of  a 
proposition.  Every  proposition  is,  in  fact,  a  species  of  synthesis,  and  im- 
plies the  previous  analysis  of  the  conception,  or  comprehensive  whole, 
whose  component  parts  are  thus  brought  together.  Thus,  when  I  say  snow 
is  white,  man  is  mortal,  the  earth  is  round,  I  simply  affirm  of  the  object  des- 
ignated one  of  the  qualities  which  go  to  make  up  my  conception  of  that 
object.  Every  such  statement  or  proposition  involves  an  analysis  of  the 
complex  conception  which  forms  the  subject  of  the  proposition,  while  the 
thing  predicated  or  affirmed  is,  that  the  quality  designated— the  result  of 
such  analysis— is  one  of  the  parts  constituting  that  complex  whole.— Joseph 
Haven's  ^'  Mbmtal  Philosophy. 


THE    WILL,  65 


THE  WILL. 

"  The  star  of  the  unconquered  will, — 
He  rises  in  my  breast. 
Serene,  and  resolute,  and  still. 
And  calm,  and  self-possessed." — Tennyson. 

The  True  Order  of  Knowledge  is :  (1)  willing,  (2) 
doing,  (3)  knowing.  Christ  expressed  this  truth  when 
he  said  :  "If  any  man  will  do  His  will,  he  shall  hnoio  of 
the  doctrine/^ 

Dr.  Tyndall  says :  "  The  first  condition  of  success  is 
an  honest  receptivity,  and  a  willingness  to  abandon  all 
preconceived  notions.  ^^ 

Pascal  says  :  "Begin  with  being  a  better  man,  and  you 
will  soon  have  my  principles.  ^^ 

If  we  desire  to  know  anything,  we  must  first  be  honest 
and  willing  to  do  whatever  is  necessary  to  be  done. 
Without  this  no  one  can  learn.  We  must  feel  free  to 
exercise  our  will  as  we  please.  This  is  at  the  basis  of  all 
our  accountability  to  God  and  each  other — a  free  will,  A 
child  cannot  be  made  to  study  properly  against  his  will. 
Somehow,  the  consent  of  his  will  must  be  obtained.  How 
can  this  be  done  ? 


66        MIND-STUDIES  FOR    YOUNG    TEACHERS. 

Sully  says  :  '^  The  motive  to  voluntary  action  is  the 
gratification  of  some  feeling ;  as  ambition,  love  of  ap- 
plause, etc.,  etc/^  Motives  alone  move  the  will.  These 
must  be  studied  carefully  by  the  teacher.  Let  us  take 
one  or  two  illustrations. 

A  child  has  a  great  unwillingness  to  study  a  certain 
branch  or  do  a  certain  thing.  The  teacher  skilfully 
leads  him  to  do  a  little,  and  shows  him  that  the  result  is 
pleasant  and  easy.  It  may  be  arithmetic.  Easy  examples 
are  selected;  success  is  achieved,  commendation  is  given, 
and  pleasurable  emotions  a  reexcited.  Skilfully,  more 
difficult  problems  are  assigned,  the  same  success  is  gained, 
and  more  pleasure  received.  Soon  he  is  thoroughly  in- 
terested, and  new  difficulties  can  be  easily  surmounted, 
for  the  will  is  thoroughly  aroused.  How  ?  By  means  of 
carefully-applied  motives. 

Belief  comes  before  desire,  and  desire  comes  before 
willing.  From  desire  and  willing  come  impulse.  When 
the  will  is  not  governed  by  prosper  motives,  it  is  said  to 
be  ^^ungoverned^''  impulse. 

Think  carefully  of  this  analysis.  Notice  your  mental 
processes. 

A  little  girl  desires  to  go  to  a  neighbor's.  Why?  Be- 
cause she  believes  there  is  something  there  she  either  wants 
to  see,  or  do,  or  tell.  Her  belief  is  strong,  therefore  her 
motives  are  strong,  thus  her  will  is  strong.  Now,  if  her 
will  is  not  governed  by  proper  motives,  she  may  become 
impulsive,  and  if  not  permitted  to  do  as  she  likes,  she 
may  throw  herself  down  in  a  fit  of  crying  or  passion. 
Let  a  student  of  the  mind  commence  a  careful  examina- 
tion of  personal  experience  in  the  following  manner  : 


THE    WILL,  6^ 


Think  of  something  you  desire  strongly  to  have  or  do. 
Why  do  you  desire  it?  Because  you  believe  its  posses- 
sion will  do  something  great  for  you.  If  what  you 
desire  is  within  your  possible  reach,  and  its  possession 
will  be  of  great  good  to  you,  or  at  least  you  think  it  will 
be,  then  the  motives  to  attempt  to  get  it  are  great,  and 
your  will  is  strongly  exercised  toward  its  possession. 

Are  these  things  so?  Examine  yourself  and  see.  In 
this  way  alone  can  you  become  a  student  of  the  mind. 
Your  mind  is  like  all  other  minds  in  its  great  features. 
Carefully  answer  the'  following  questions:  Do  all  state- 
ments made  to  you  excite  desire?  Why  not?  Why  does 
a  child  desire  candy?  Why  do  you  desire  a  good  salary? 
Why  are  we  all  gratified  with  a  high  social  position? 
Does  a  beautiful  landscape  or  charming  music  excite 
desire?  Why?  Why  do  you  desire  to  become  better? 
Why  do  you  desire  to  go  to  heaven  when  you  die?  Does 
pain  excite  desire?    How? 

Sully  says:  ^^  Desire  implies  a  sense  or  consciousness  of 
want,  deficiency,  or  the  absence  of  something.  ^^  Is  this 
true? 

All  of  this  is  preliminary  to  the  subject  we  have  before 
us,  but  it  is  necessary  that  these  questions  should  be 
settled  before  we  proceed. 

Topics  in  Studying  the  Will. — The  following  topics  in 
studying  the  loill  must  be  considered  : 

1.  The  possession  of  a  will  in  us  implies  an  intellect. 
In  other  words,  we  must  think,  compare,  imagine,  etc., 
before  we  can  intelligently  will. 

2.  The  possession  of  a  will  in  man  implies  feelings  of 
like  and  dislike,  hope  and  joy,  as  well  as  the  stronger 


68        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

passions  of  hate  and  love.     In  other  words,  if  we  will 
intelligently  we  must  have  sensibilities. 

3.  By  an  effort  of  the  will  we  can  change  our  intellec- 
tual processes,  and  greatly  modify  our  sensibilities.  On 
the  other  hand,  the  intellect  and  the  sensibilities  may 
greatly  change  the  will. 

4.  ''  The  understanding  reaches  the  will  through  the 
sensibilities.^^ — ^Upham.     What  does  this  mean? 

A  Suggestion  to  Teachers. — Study  your  own  mental 
processes,  not  so  much  by  reading  what  others  have  said, 
as  by  thinking  concerning  your  own  mental  acts,  and 
observing  the  artless  actions  of  children.  Writing  care- 
fully the  results  of  your  observations  will  help  you  amaz- 
ingly. 

A  Few  Facts. — 1.  All  parts  of  the  mind  are  intimately 
connected.  We  can  have  no  knowledge  without  a  pre- 
vious sensation ;  no  memory  without  attention ;  no 
reasoning  without  both  memory  and  association;  and 
neither  reasoning  nor  imagination  without  the  power  of 
perceiving  relations.  The  various  activities  of  the  mind 
seem  to  stand  side  by  side,  ready  to  assist  each  other, 
and  are  comparatively  powerless  without  mutual  aid. 
Take,  for  example,  the  emotions,  desires,  and  passions. 
It  is  self-evident  we  cannot  approve  or  disapprove,  love 
or  hate,  admire  or  loathe,  without  some  knowledge  of 
the  thing  to  be  approved  or  disapproved,  etc. 

2.  If  we  could  find  one  whose  intellect  is  apparently 
destroyed,  we  should  find  one  whose  will  is  wanting.  A 
little  thought  concerning  mental  action  will  convince  any 
one  that  the  will  directs  and  controls  the  intellect.  We 
will  to  imagine,  memorize,  reason,  etc. ;  in  other  words. 


THE    WILL,  69 


the  will  is  behind  mental  processes  as  a  sort  of  motive 
force,  impelling  to  action.  The  value  of  intellectual 
action  depends  upon  its  connection  with  the  will. 

3.  It  follows,  then,  that  there  can  be  no  will  without 
something  to  be  willed,  as  there  can  be  no  evidence  of 
force  without  some  material  substance  to  be  moved.  We 
cannot  will  to  love  or  hope  unless  we  have  love  or  hope, 
so  that  if  there  is  a  strong  will  there  must  be  something 
that  can  be  as  strongly  willed.  We  cannot  strongly  will 
to  hate  unless  we  can  strongly  liate.  These  statements 
are  axiomatic,  but,  like  all  other  axioms,  are  important 
in  a  process  of  investigation. 

4.  The  will  can  change  our  intellectual  processes  and 
modify  our  feelings,  hut  not  directly.  This  is  a  fact 
especially  important  to  teachers.  Let  us  see  what  this 
means.  Eead  in  Shakespeare,  Antony  on  the  death  of 
Julius  Caesar.  What  means  does  he  use  to  incite  the 
multitude  to  revenge,  slaughter,  and  burnings,  and  rouse 
the  will  to  terrific  action?  He  talked  to  the  people  of 
the  greatness  of  Cassar;  he  showed  them  the  bloody 
mantle,  then  he  appealed  to  their  sensibilities  by  telling 
then  concerning  his  bountiful  legacies.  By  these  means 
he  got  possession  of  their  wills.  If  he  had  appealed 
directly  to  the  wills  of  his  hearers  nothing  would  have 
been  accomplished.  What  is  true  here  is  true  everywhere 
and  always. 

Knowing  does  not  control  the  will.  A  certain  person 
comes  to  the  intellectual  conclusion  that  a  definite 
amount  of  property  will  benefit  him,  but  if  there  is 
no  desire  or  emotion  he  will  make  no  effort  to  obtain 
money. 


70        MIND-STUDIES  FOR    YOUNG  TEACHERS. 

A  drunkard  may  hnow  that  intemperance  will  ruin 
healthy  and  yet  he  will  not  reform.  Your  hope  of  suc- 
cess depends  upon  making  him  fear  or  dread  the  results 
of  his  indulgence  on  his  own  life  or  happiness.  You  can 
only  reach  him  through  his  sensibilities.  We  may  know 
there  is  pleasure  or  pain,  but  until  we  have  these  emotions 
they  will  not  influence  our  wills. 

Locke  says:  ^^Let  a  man  be  ever  so  well  persuaded  of 
the  advantages  of  virtue,  yet,  till  he  hungers  and  thirsts 
after  righteousness,  till  he  feels  an  uneasiness  in  the  want 
of  it,  his  loill  will  not  be  determined  to  action. 

"  Good,  ever  so  gi'eat,  must  raise  desires  in  our  minds 
before  it  reaches  our  wills.  ■'^ 

The  sensibilities  stand  between  the  thinking  powers 
and  the  willing  power.  The  following  diagram  will  show 
our  meaning : 

Kjstowledge.      •<    Sensibilities,    t     Will. 

"  Strike  out  the  sensibilities  and  you  excavate  a  gulf 
of  separation  between  the  intellect  and  the  will  which  is 
forever  impassable.  There  is  from  that  moment  no 
medium  of  communication,  no  bond  of  union,  no  recip- 
rocal action.^'' — Upham. 


DISEASES  OF   THE    WILL.  7 1 


DISEASES  OF  THE  WILL. 

The  diseases  of  the  will  are  classified  by  authors  un- 
der four  heads : 

I.  Lack  of  Will-Powek. 
II.  Excess  of  Will-Powee. 

III.  Capkice. 

IV.  EXTII^CTIOK. 

I.  LACK  OF  WILL-POWEB. 

Guislain  says  that  ^"^  persons  affected  in  this  manner 
can  will  to  themselves^  mentally^  according  to  the  dic- 
tates of  reason^  but  the  will  is  not  transformed  into 
active  determination/^  Such  individuals  may  have  ex- 
cellent judgment  and  memories.  Some  persons^  touched 
with  this  disease,  say,  ^'  I  know  I  should  do  as  you  say, 
but  my  strength  fails  me  when  I  ought  to  act/^  Prof. 
J.  H.  Bennett  speaks  of  ^^  a  gentleman  who  frequently 
could  not  carry  out  what  he  wished  to  perform.  On 
one  occasion,  having  ordered  a  glass  of  water,  it  was 
presented  to  him  on  a  tray,  but  he  could  not  take  it, 
though  anxious  to  do  so.^^  Instances  like  these  could 
be  gathered  from  medical  works,  all  showing  that  there 
is  a  disease  affecting  the  will  alone. 


72        MIND-STUDIES  FOR    YOUNC   TEACHERS, 

But  how  does  this  concern  teachers?  There  are  mild 
forms  of  this  disease  in  all  our  schools.  Every  teacher 
of  several  years^  experience  can  recall  many  instances  of 
apparently  uncalled-for  stubbornness^  in  which  children 
from  no  apparent  cause  refused  to  do  some  simple  act. 
Ko  one  can  tell  why  the  child  acted  as  he  did.  Teach- 
ers and  parents^  and  even  the  child  himself,  can  assign 
no  reason,  only  he  apparently  will  not,  whale  in  fact  he 
can  not,  and  no  amount  of  punishment  will  correct  the 
fault.  The  more  the  mind  is  studied  the  more  it  is 
seen  that  much  of  the  severe  punishment  of  former  days 
was  through  ignorance  of  mind  diseases.  Lack  of  will- 
impulsion  is  by  no  means  uncommon  among  adults. 
Cases  are  seen  in  life  daily. 

What  shall  be  done  with  children  who  seem  to  have  a 
lack  of  will-power? 

1.  Negatively — ^never  scold  or  blame.  It  will  only  in- 
tensify the  difficulty.  The  author  of  this  book,  in  his 
younger  teaching  days,  punished  a  boy  severely  for  not 
doing  what  it  seemed  to  him  he  could  as  easily  do  as 
turn  over  his  hand  if  he  would.  Why  he  would  not  was 
a  mystery,  and  remained  so  until  a  study  of  mind-dis- 
eases revealed  the  cause. 

2.  Negatively — the  cure  is  not  through  the  will;  let 
that  alone.  Other  powers  must  be  rendered  active,  in 
hope  that  through  them  the  will  may  resume  its  nor- 
mal tone.  For  example,  use  motives,  gain  confidence, 
excite  affection,  laughter,  joy,  hope,  anticipation,  even 
anxiety,  and  a  little  fear.  Even  the  simple  act  of  jump- 
ing or  reading,  singing  or  telling  a  story,  may  affect  the 
will  favorably. 


DISEASES  OF  THE    tVlLL.  "Jl 

3.  Moral  influences  give  tone  to  the  will  early  in  life. 
Children,  seemingly  unable  to  do  what  they  ought  to, 
or  to  resist  doing  what  they  ought  not  to  do,  can  be 
strengthened  by  moral  feelings.  Let  even  a  young  pupil 
be  thoroughly  convinced  that  a  certain  line  of  action 
is  wrong  and  will  surely  produce  bad  results,  and  there 
will  be  a  strengthening  of  the  will  in  that  direction. 

4.  Kepeating  one  kind  of  work  many  times  strength- 
ens the  will.  Beading  aloud  the  same  selection  five 
times;  writing  the  same  number  on  a  board  thirty  times; 
walking  on  a  certain  track  backward  and  forward  ten 
times;  anything  that  tends  to  give  the  power  of  doing 
what  one  is  told  to  do  will  strengthen  this  faculty. 

5.  The  habit  of  doing  without  asking  a  reason 
strengthens  the  will.  A  child  who  is  always  told  the 
reason  why  is  not  likely  to  grow  up  with  an  improved 
will.  He  comes  to  expect  an  explanation,  and  if  he  can- 
not understand  what  is  said,  he  is  liable  to  refuse  to  do 
what  he  is  asked.  A  boy  is  asked  to  take  a  letter  to  a 
neighbor's  and  get  a  certain  article.  He  asks,  ^^  Why?'' 
An  explanation  is  attempted,  he  cannot  comprehend  the 
words,  and  refuses  to  go  on  the  plea,  ^^It's  of  no  ac- 
connt."  The  difficulty  is  in  the  way  the  boy  has  been 
trained.  The  probability  is  that  unless  a  radical  change 
takes  place  in  the  manner  in  which  he  is  educated  he 
will  grow  up  either  with  no  will  of  his  own  or  with  a 
stubborn  disposition.     Either  result  is  possible. 


74        MIND-STUDIES  FOR    YOUNG   TEACHERS, 


II.    EXCESS   OP  WILL-POWER. 

"We  are  indebted  for  many  thoughts  and  facts  in  this 
book  to  the  work  on  ^^  Diseases  of  the  Will/^  by  Th. 
Eibot. 

A  case  is  mentioned  of  a  woman  of  intelligence  who 
used  to  feel  the  need  of  going  into  some  lonely  place  and 
shouting  aloud.  Under  these  circumstances  she  would 
give  vent  to  her  grievances  and  complaints  and  sur- 
roundings. She  knew  perfectly  well  that  it  was  wrong 
to  do  what  she  did,  but  she  said  ^^she  must  speak  and 
satisfy  her  grudges. ^^ 

A  victim  of  melancholia,  pursued  with  the  thought  of 
suicide,  arose  in  the  night,  knocked  at  his  brother's 
door,  and  cried  to  him,  ^^  Come  quick  ;  suicide  is  pursu- 
ing me,  and  soon  I  shall  be  unable  to  withstand  it.'' 

An  irresistible  impulse  to  steal,  set  fire  to  houses, 
speak  out  in  meeting,  snatch  a  chair  away  when  one  is 
about  to  sit  down  in  it,  deny  doing  a  favor  when  kindly 
asked,  belong  to  this  class  of  disorders.  Such  cases  are 
frequently  met  with  in  schools.  A  pupil  is  suddenly 
seized  with  an  irresistible  impulse  to  do  something  out- 
landish or  wicked.  He  cannot  explain  why,  and  the 
teacher  is  at  utter  loss  to  know  what  to  do.  The 
scholar,  when  asked,  is  as  much  nonplussed  as  the  rest, 
and  when  earnestly  pressed  to  give  a  reason  can  only 
say:  ^^I  cannot  tell  what  made  me  do  it.  Something 
pushed  me  on ;  I  could  not  help  it." 

Instances  are  mentioned  of  a  young  woman  who  chewed 


DISEASES  OF   THE    WILL,  75 

up  her  gowns ;  of  an  art  amateur  who  punched  a  hole 
through  the  canvas  of  a  painting ;  of  a  man  who  was 
haunted  by  the  thought  that  he  might  commit  to  writ- 
ing that  he  had  been  guilty  of  some  crime ;  of  a  boy  who 
collected  and  kept  all  the  strings  he  could  find,  and  of  a 
man  in  Iowa  who  collected  all  the  old  scraps  of  iron  he 
could  get  hold  of. 

Some  pupils  are  seized  with  an  irresistible  desire  to 
get  a  great  number  of  pencils  or  certain  kinds  of  paper. 
They  are  laughed  at  for  the  habit,  but  it  does  no  good. 
These  instances  show  that  it  is  necessary  for  teachers  to 
be  on  the  lookout  for  such  cases  in  the  school-room. 
When  a  child  is  suddenly,  and  without  apparent  cause, 
obstinate,  refusing  to  do  what  he  has  been  usually  will- 
ing to  do,  or  persisting  in  doing  what  he  knows  to  be 
wrong,  it  may  be  suspected  that  his  will  is  diseased.  If 
this  is  the  case,  punishment  will  do  no  good.  Other 
means  must  be  used.  The  remedy  is  through  the  atten- 
tion. When  the  pupil  loses  the  power  of  governing 
himself,  he  is  continually  liable  to  be  governed  by  caprice 
and  impulse.  The  methods  of  cultivating  the  attention 
have  been  spoken  of  in  a  former  chapter.  These  must  be 
carefully  adapted  to  the  wants  of  individual  cases.  In 
more  instances  than  some  are  willing  to  admit,  the 
teacher  becomes  a  physician  of  the  mind,  and,  perhaps, 
an^cLviser  to  parents  concerning  the  healing  of  the 
body ;  forjiodily  conditions  have  much_ta„iia  with  the 
states  of  the  mind,  especially  the  will,  memory,  and 
attention. 

jaLxioms  and  Directions. — 1.  External  causes  affect  the 
will. 


^6        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

2.  Exciting  the  voluntary  action  of  the  will  is  the  aim 
of  the  teacher. 

3.  The  cause  of  disorders  of  the  will  often  may  be 
found  in  bodily  conditions. 

4.  A  careful  distinction  should  be  made  between  iviU, 
properly  active,  and  will  in  diseased  action,  or  wilful- 
ness. 

5.  A  thorough  knowledge  of  motives  is  necessary  in 
order  properly  to  treat  the  will. 

6.  The  will  must  be  governed  by  moral  influences. 
An  immoral  character  invariably  produces  a  disordered 
will.  Strong  moral  convictions  produce  strong  will- 
power. 

7.  Following  from  the  foregoing  comes  the  fact  that 
a  truth-loving  person  will  he  a  truth-seeking  person. 
To  believe  a  doctrine  with  all  the  heart,  mind,  and  soul 
will  produce  corresponding  determinations  as  to  life- 
actions. 

8.  Since  morality  comes  from  a  belief  in  the  truth, 
or  truth  underlies  morality,  it  follows  that  we  must 
know  the  basis  of  morality  before  we  can  know  the 
ultimate  basis  of  all  will-power.  This  is  loye.  With- 
out sincere  love  to  God  and  man  there  can  be  no  true 
morality,  no  truth,  and  no  intelligent  will. 

Remarks. — It  is  often  said  that  a  person  addicted  to 
bad  habits  yields  to  temptation  on  account  of  a  weak 
will.  This  is  a  wrong  conclusion.  In  such  persons  the 
will  is  weak  toward  the  right,  but  strong  toward  the 
wrong.  A  drunkard  will  have  his  dram.  His  will  is 
overmastering.  The  right  has  little  or  no  influ^ce 
upon  him.     The  difficulty  with  him  is,  his  will  is  unbal- 


DISEASES  OF  THE    WILL.  ^J 

_anced  or  diseased.     He  has  turned  the  whole  course  of 
his  determinations  in  the  wrong  direction. 

Habits  deteemine  the  will.  Let  a  person  con- 
tinue in  a  certain  line  of  action  persistently,  and  he 
will  reach  a  point  where  he  cannot  will  to  do  otherwise 
than  he  has  been  doing.  One  kind  of  willing  will  suffer 
a  paralysis,  but  another  kind  will  grow  stronger.  It  is  so 
with  the  eyes :  when  one  is  lost  the  other  grows  stronger 
than  before.  A  habit  of  right  willing  will  weaken  the 
tendency  of  wrong  willing  until,  by  and  by,  it  becomes 
almost,  if  not  entirely,  extinct. 


What,  then,  constitutes  strength  of  will?  It  is  that  quality  of  the  mind 
which  \^  P'^'^'^pt  to  decide,  and,  having  decided,  gannot^he  moved  from  its 
purpose,  but  h'olds  throiigh  evil  report  and  gooa  report;  overcomes  ob- 
stacles;  shrinks  from  no  difficulties;  relies  on  its  own  judgment;  does  not 
yield  to  fashion,— and  so  presses  to  its  mark  always.  Strftngth  of  will  is 
the^powertOLXesist,  to  persist,  to  endure,  to  attack,  to  conquer  obstacles,  to 
sni^mT^Tv^^^q  frim  tfrprjft"^  ^^  ^*^niiTP^^^^*"°p?^i''__  ITis  theinostrvital  ele- 
ment in  Character.  It  is  essential  to  excellence ;  for  of  him  who  has  it  not 
it  must  be  said:  "Unstable  as  water,  thou  shalt  not  excel."  A  man  of 
weak  will  is  at  the  mercy  of  the  last  opinion;  is  unable  to  make  up  his  mind, 
or,  having  made  it  up,  to  keep  to  it.  He  is  undecided,  and  cannot  decide. 
He  sees  the  right,  and  drifts  towards  the  wrong.  He  determines  on  a  course 
of  conduct,  and  then  quits  on  the  first  temptation.  Weak  as  a  breaking 
wave,  a  helpless  idler,  wax  to  take  a  stamp  from  anything  stronger  than 
himself,  if  he  adopts  a  right  course,  it  is  only  by  accident;  and  if  he  is  virtu- 
ous, it  is  only  a  piece  of  good  luck.  .  .  . 

Self-reliance,  self-restraint,  self  control,  self -direction,  these  constitute  an 
educated  will.  If  the  will  is  weak,  it  must  be  taught  self-reliance;  if  it  is 
wilful,  it  must  have  restraint;  if  it  is  violent,  it  must  acquire  self-control;  if 
it  is  without  any  true  aim,  it  must  be  educated  to  self-direction.  Freedom 
is  self -direction.  No  one  is  really  free  who  cannot  guide  himself  according 
to  his  own  deliberate  judgment;  a  man  who  has  no  principles,  therefore, 
cannot  be  free.— James  Freeman  Clarke. 


^S        MIND^STUDIES  FOR    YOUNG   TEACHERS, 


KINDS  OF  MEMORY. 

DISOKDEBS  OF  THE  MEMORY. 

It  frequently  happens  that  what  we  know  as  well  as 
we  know  anything,  at  once,  from  no  known  cause,  is 
unable  to  be  recalled. 

Instances  are  not  wanting  where  one^s  own  name  is 
forgotten.  A  gentleman  recently,  calling  at  a  post-office, 
said:  ^^  Please  give  me  my  letters/^  ^^  What  name,  sir?^^ 
brought  no  answer,  until  a  letter  addressed  to  himself 
was  taken  from  his  pocket  and  handed  to  the  clerk. 

It  is  not  uncommon  for  persons  to  meet  well-known 
acquaintances  and  be  unable  to  recall  their  names.  The 
situation  under  such  circumstances  becomes  exceedingly 
embarrassing,  and  is  frequently  taken  as  indicating  a 
want  of  regard.  This  is  not  the  case,  for  memory  of 
dates  and  names  is  in  no  way  connected  with  affection. 

A  poor  memory  of  dates  is  more  common  than  of 
names.  Ordinarily,  people  remember  faces  pretty  well. 
No  remark  is  more  common  than,  ^^I  remember  you  dis- 
tinctly, but  I  cannot  recall  where  I  have  seen  you.-*^ 
Memories  of  the  following  particulars  differ  very  widely, 
as: 


KINDS  OF  MEMORY,  79 


a.  Locality  where  we  have  been  before. 
I,  Points  of  the  compass.     Some  are  never  ^^  turned 
around  \^'  others  are  never  certain. 

c.  N"ames  of  acquaintances. 

d.  Names  of  historical  characters. 

e.  Dates  of  family  events. 

/.  Dates  of  historical  events. 

g.  Words  exactly  as  they  were  spoken. 

li.  Narrations;  some  can  never  tell  the  same  story 
alike  twice  in  succession. 

i.  Poetry;  some  easily  remember  poetry,  but  can 
never  commit  prose. 

These  are  a  few  of  the  many  specific  kinds  of  memory 
that  exist  in  varying  degrees  of  strength  in  all  persons. 

One  Kind  of  Memory  Often  Wanting. — When  this  is  the 
ease,  another  kind  is  often  very  strong.  A  young  man 
of  our  acquaintance  could  remember  with  the  utmost 
tenacity  any  number  of  dates  and  names  with  no  exertion. 
Nothing  of  this  nature  was  ever  forgotten.  He  delighted 
in  what,  to  many  others,  was  distasteful  and  repulsive. 
But  this  same  young  man  could  not  reason  out  the  sim- 
plest proposition  in  geometry,  nor  could  he  commit  the 
shortest  one  to  memory.  In  most  persons  some  kind  of 
memory  is  strong.  One  can  remember  all  the  various 
kinds  of  odors  with  the  utmost  precision;  another  can 
arrange,  with  no  error,  all  the  shades  of  each  of  the 
primary  colors;  another  can  recall  the  appearance  of 
a  house,  or  room,  or  street,  seen  but  once;  another  can 
reproduce,  most  correctly,  strains  of  music. 

Each  PERsojsr  should  kkow  ok  what  poi^ntts  his 

MEMORY    IS     THE     STEOi^GEST     AI^D     WEAKEST.       Also, 


8o        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

teachers  should  know  the  peculiarities  in  the  memories 
of  each  pupil  under  their  care.  It  is  worse  than  cruel 
to  require  a  child  to  attempt  to  remember  what  lie  can- 
not,  but  this  experiment  is  daily  tried,  simply  because 
teachers  do  not  know  that  one  kind  of  memory  is  some- 
times wanting,  or,  at  best,  exceedingly  weak. 

MENTAL  DISEASES. 

1.  The  douUe  life.  To  some  people  the  memory  of 
certain  days  is  a  blank.  Nothing  can  be  recalled.  A 
woman  described  by  Dr.  Azam  lived  two  distinct  lives. 
In  one  she  was  serious,  grave,  reserved,  and  laborious. 
In  the  other  she  became  gay,  imaginative,  vivacious,  and 
coquettish.  When  she  was  in  one  condition  she  had  no 
memory  of  what  took  place  in  the  other  condition.  In- 
stances like  this  are  extreme,  but  many  like  them  are 
often  seen  among  young  people.  At  times  a  child  will 
be  bright  and  attentive;  then  for  a  time  he  will  be  dull 
and  absent-minded.  We  think,  ^^  Is  it  possible  this  is 
the  same  child  as  last  week?^^  Impatiently,  the  incon- 
siderate teacher  says:  ^^What  is  the  matter  with  you, 
Mary?  I  taught  you  this  last  Monday,  and  to-day  it 
seems  as  though  you  had  never  heard  of  it  before.^^  The 
only  reply  is  a  wondering  stare. 

Children  acting  in  this  manner  have  a  mental  disease, 
known  as  amnesia,  although  in  an  undeveloped  form. 
They  are  likely  to  have  attacks  of  somnambulism. 

This  disease  is  often  called  an  evolution  of  two  memo- 
ries independent  of  one  another.  Many  people  live  this 
kind  of  double  life,  and  it  often  commences  to  show 
itself  in  early  childhood. 


KINDS  OF  MEMORY,  8 1 

2.  Memory  exaltations.  This  manifests  itself  in  im- 
pressions of  having  been  in  a  certain  place,  or  seen  cer- 
tain things,  for  which  no  cause  can  be  assigned;  also  in 
at  once  distinctly  remembering  what  has  been  for  years 
forgotten.  Several  instances  will  be  mentioned  in  the 
next  chapter  illustrating  this  kind  of  disease. 

3.  The  decay  of  memory.  Do  we  ever  forget?  is  an 
interesting  question.  In  old  age  it  is  undeniable  there 
is  forgetfulness,  but  it  can  be  traced  to  a  want  of  use. 
In  certain  bodily  states  the  memory  suffers,  and  when 
certain  portions  of  the  brain  are  removed,  a  total  loss  of 
one  kind  of  memory  is  effected.  Children,  when  par- 
tially sick,  often  forget  more  than  they  learn. 

"WHAT  TEACHEBS  SHOULD  DO. 

1.  Observe  symptoms.  They  must  be  mental  doctors, 
and  take  frequent  diagnoses  of  memory  phenomena.  Is 
a  child  absent-minded,  having  the  habit  of  looking  at  the 
teacher,  and  yet  thinking  of  something  else?  Break  it 
up  by  counter-irritants.  Put  before  the  mind  strong 
motives,  tell  cheerful  stories;  excite  laughter;  get  the 
mind  away  from  the  dreamland,  into  present  light. 
Never  scold.  One  five  minutes  of  fun  is  better  medicine 
than  an  hour  of  the  stern  ^^  must/^ 

2.  Look  out  carefully  for  morbid  influences  on  the 
memory.  Children  should  never  be  sentimental  or  love- 
sick. Hearty  affection  is  grand;  but  dull,  lifeless,  mock- 
love  is  a  disease.  Some  young  people  love  to  read  sen- 
timental stories,  and  think  them  over,  and  talk  about 
them.     Bemove  such  influences.    A  hearty,  clear,  open 


82         MIND-STUDIES  FOR    YOUNG   TEACHERS, 

affection,  tempered  with  an  abundance  of  sunlight,  good 
food,  pure  water — outside  and  in — clean  rooms,  and 
good  sleep,  will  drive  away  a  hundred  cobwebs  from 
sensitive  brains  and  nerves,  and  wonderfully  strengthen 
weak  memories. 

3.  Tax  the  memory  to  the  utmost,  but  do  not,  under 
any  consideration,  let  the  children  think  that  you  are 
giving  them  tasks.  When  the  complaint  is  heard,  ^^0 
dear,  I  never  can  remember  all  this  !'^  it  may  be  certain 
somebody  has  erred.  It  is  probably  the  teacher.  The 
memory  must  work,  and  work  hard,  if  it  is  to  gain 
strength,  but  it  must  work  willingly  and  cheerfully. 
This  doctrine  is  sound,  and  should  be  preached  every- 
where. It  is  not  work  that  kills,  but  unwilling,  en- 
forced, uncongenial  tasks.  N^o  beings  on  earth  have 
more  active  memories  than  children.  Let  them  exercise 
them  to  the  utmost  of  their  powers,  but  willingly,  cheer- 
fully, and  in  the  line  of  their  natural  desires. 


INCIDENTS  OF  DISORDERED  MEMORIES. 

It  is  important  for  teachers  to  know  the  condition  of 
mind  in  its  diseased  as  well  as  in  its  healthy  state.  For 
the  purpose  of  giving  students  a  glimpse  of  what  the 
memory  may  become,  we  present  the  following  inci- 
dents : 

Mr.  Yon  B ,  envoy  to  St.  Petersburg,  was  about 

to  make  a  visit,  but  could  not  tell  the  servant  his  name. 


KINDS  OF  MEMORY,  Z^ 

Turning  around  to  a  gentleman  who  was  with  him,  he 
said,  with  much  earnestness,  ^^Do  tell  me  who  I  amP 
The  question  excited  laughter,  but  as  he  insisted  on  be- 
ing answered,  he  was  told,  upon  which  he  finished  his 
visit.  It  is  frequently  the  case  that  business  men  for- 
get some  part  of  the  multiplication-table  or  how  to  spell 
a  familiar  word.  MTo  cause  can  be  assigned,  but  the 
fact  remains.  Men  make  allowances  for  themselves 
when  teachers  often  would  make  no  allowances  for  their 
pupils. 

Many  instances  are  mentioned  in  works  on  mental 
philosophy  of  the  inability  to  speak  the  right  words  at 
the  right  time.  A  gentleman  told  a  friend  that  ^^he 
had  had  his  umbrella  washed,  ^^  the  meaning  of  which 
was  gradually  discovered  to  be  that  he  had  had  his  hair 
cut.  This  man^s  health  was  good,  but  he  finally  died 
of  apoplexy. 

In  hospitals  it  is  not  uncommon  to  find  patients  de- 
prived of  a  part  of  their  vocabulary.  They  cannot  re- 
member the  words  scissors  and  window,  but  can  say, 
^^the  things  that  cut,^^  and  ^^what  you  see  through. ^^ 
They  forget  names  of  persons,  but  can  designate  them 
by  their  titles,  profession,  inventions  they  have  made,  or 
books  written.  In  many  serious  cases  of  such  loss  of 
memory,  the  patient  is  able  to  play  games  that  require 
skill  and  foresight  with  great  success,  showing  that  rea- 
soning and  perception  may  be  strong,  while  certain 
other  parts  of  the  mind  are  weak.  In  some  cases  a  man 
knows  very  well  what  he  wants  to  say,  and  can  think 
the  words  but  cannot  utter  them.  An  individual  under 
these  circumstances  said,  ^'^I  made  every  effort  to  reply. 


84        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

but  it  was  impossible  to  utter  a  word/^  Instances  of 
this  kind  have  led  some  authors  to  distinguish  two  ver- 
bal memories — the  one  by  which  we  become  conscious  of 
the  word,  the  second  by  which  we  are  able  to  express  it. 

A  Wrong  Conclusion. — It  is  wrong  to  suppose  that 
because  a  child  knows  therefore  he  can  express.  The 
therefore  does  not  follow.  Every-day  experience  con- 
tradicts the  statement  that  all  that  expression  needs  is 
knowledge.  Speakers  are  constantly  failing  because 
they  cannot  command  themselves.  They  become  vexed 
continually,  and  often  say  to  themselves,  ^^  If  I  could 
only  express  what  I  know  and  feel,  if  I  could  tell  in 
public  the  things  I  know  and  can  express  to  a  few,  I 
should  be  satisfied.  ^^  The  power  of  memory  does  not  go 
hand  in  hand  with  the  power  of  expression.  This  is  a 
very  important  item  for  teachers  to  remember. 

If  teachers  will  take  the  trouble  to  classify  memory- 
failures,  they  will  find  that  proper  names  are  the  most 
frequently  forgotten,  then  names  of  concrete  things, 
then  substantives  not  formed  from  adjectives,  and 
lastly  adjectives  and  verbs  which  express  qualities,  states 
of  being,  and  acts.  It  has  been  noticed  that  many 
idiots  have  memory  only  of  adjectives. 

Mental  images  of  persons  and  things,  without  their 
names,  are  easily  remembered;  abstract  concepts  can 
only  be  formed  by  the  aid  of  words  that  give  them  sta- 
ble form.  This  is  the  reason  why  verbs,  adjectives,  pro- 
nouns, adverbs,  prepositions,  and  conjunctions  are  more 
easily  fixed  in  the  mind  than  substantives. 

Gestures  and  motions  are  longest  remembered.  One 
incident  is  mentioned  of  a  patient  who  could  not  re- 


KINDS  OF  MEMORY,  8$ 

member  motions.  His  case  was  severe.  The  physician 
said:  ^^I  held  my  hands  before  me^  and  moved  my  fin- 
gers, as  if  I  were  playing  the  clarinet,  and  requested 
the  patient  to  imitate  me.  He  did  so  with  perfect  pre- 
cision. A  few  minutes  later  I  asked  him  to  go  through 
the  same  movements.  He  reflected  for  a  time,  but  was 
entirely  unable  to  recall  them.^^  This  was  an  extreme 
case  of  disease,  probably  incurable.  When  signs  of  re- 
covery begin,  they  return  in  inverse  order  to  that  in 
which  they  disappear. 

Instances  in  great  numbers  show  that  memory  is 
tenacious.  What  is  committed  to  it  is  retained,  even 
though  it  cannot  for  years  be  recalled.  It  is  through 
some  imperfection  in  the  mind  that  we  cannot  at  once 
recall  perfectly  all  we  have  seen,  heard,  or  read.  Stored 
away  in  one  of  the  countless  chambers  of  the  mind  the 
memories  are  there,  only  waiting  for  a  favorable  oppor- 
tunity to  spring  into  life  and  activity. 


A  FEW  INCIDENTS. 

"  A  lady  in  the  last  stage  of  a  chronic  disease  was  carried  from 
London  to  a  lodging  in  the  country;  there  her  infant  daughter 
was  taken  to  visit  her,  and  after  a  short  interview  carried  back  to 
town.  The  lady  died  a  few  days  after,  and  the  daughter  grew  up 
without  any  recollection  of  her  mother  till  she  was  of  mature  age. 
At  this  time  she  happened  to  be  taken  into  the  room  in  which  her 
mother  died,  without  knowing  it  to  have  been  so;  she  started  on 
entering  it,  and,  when  a  friend  who  was  along  with  her  asked  the 
cause  of  her  agitation,  she  replied,  *  I  have  a  distinct  impression  of 
having  been  in  this  room  before,  and  that  a  lady  who  lay  in  that 
comer,  and  seemed  very  ill,  leaned  over  me  and  wept.' " 


86        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

**  A  clergyman  cDdowed  with  a  decidedly  artistic  temperament 
(a  fact  worth  noting)  went  with  a  party  of  friends  to  a  castle  in 
Sussex,  which  he  did  not  remember  ever  to  have  previously  visited. 
As  he  approached  the  gateway  he  became  conscious  of  a  very  vivid 
impression  of  having  seen  it  before;  and  he  'seemed  to  himself 
to  see  '  not  only  the  gateway  itself  but  donkeys  beneath  the  arch 
and  people  on  the  top  of  it.  His  conviction  that  he  must  have 
visited  the  castle  on  some  former  occasion  made  him  inquire  from 
his  mother  if  she  could  throw  any  light  on  the  matter.  She  at 
once  informed  him  that,  being  in  that  part  of  the  country  when  he 
was  about  eighteen  months  old,  she  had  gone  over  with  a  large 
party,  and  taken  him  in  the  pannier  of  a  donkey;  that  the  elders 
of  the  party,  having  brought  lunch  with  them,  had  eaten  it  on  the 
roof  of  the  gateway,  where  they  would  have  been  seen  from  be- 
low, while  he  had  been  left  on  the  ground  with  the  attendants  and 
donkeys." 

**  *  A  case  has  been  related  to  me,'  says  Abercrombie,  '  of  a  boy 
who  at  the  age  of  four  received  a  fracture  of  the  skull,  for  which 
he  underwent  the  operation  of  trepanning.  He  was  at  the  time  in  a 
state  of  perfect  stupor,  and  after  his  recovery  retained  no  recollec- 
tion either  of  the  accident  or  of  the  operation.  At  the  age  of  fif- 
teen, during  the  delirium  of  a  fever,  he  gave  his  mother  a  correct 
description  of  the  operation,  and  the  persons  who  were  present  at 
it,  with  their  dress  and  other  minute  particulars.  He  had  never 
alluded  to  it  before,  and  no  means  were  known  by  which  he  could 
have  acquired  a  knowledge  of  the  circumstances  which  he  men- 
tioned.' " 

The  complete  recovery  of  a  forgotten  language  merits 
attention.  The  case  reported  by  Coleridge  is  well 
known,  and  there  are  many  others  of  the  same  kind  to 
be  found  in  the  works  of  Abercrombie,  Hamilton,  and 
Carpenter.  The  anaesthetic  sleep  induced  by  chloro- 
form or  ether  sometimes  produces  the  same  effects  as 
does  febrile  excitation. 


KINDS  OF  MEMORY.  87 

*'  An  old  forester  had  lived  in  his  boyhood  on  the  frontier  of 
Poland,  where  he  had  never  spoken  anything  but  the  Polish 
tongue.  Afterward  he  lived  in  the  German  districts,  and  his  chil- 
dren assert  that  for  thirty  or  forty  years  he  neither  heard  nor  pro- 
nounced a  single  Polish  word.  During  an  attack  of  anaesthesia, 
which  lasted  nearly  two  hours,  he  spoke,  prayed,  and  sang,  using 
only  the  Polish  language." 


A  skilled  and  methodical  recollection  may  be  illustrated  from  Mark  An- 
tony's oration  over  the  dead  body  of  Caesar,  in  which  every  circumstance 
calculated  to  excite  the  sympathy  of  his  hearers  is  artfully  recalled: 

"  You  all  do  know  this  mantle:    I  remember 
The  first  time  ever  Caesar  put  it  on ; 
'Twas  on  a  summer's  evening  in  his  tent; 
That  day  he  overcame  the  Nervii : — 
Look!  in  this  place  ran  Cassius'  dagger  through: 
See,  what  a  rent  the  envious  Casca  made: 
Through  this  the  well-beloved  Brutus  stabb'd ; 
And,  as  he  pluck'd  his  cursed  steel  away, 
Mark  how  the  blood  of  C89sar  foUow'd  it; 
As  rushing  out  of  doors,  to  be  resolv'd 
If  Brutus  so  unkindly  knock'd,  or  no ; 
For  Brutus,  as  you  know,  was  Caesar's  angel: 
Judge,  O  ye  gods,  how  dearly  Caesar  lov'd  him ! 
This  was  the  most  unkindest  cut  of  all: 
For  when  the  noble  Caesar  saw  him  stab, 
Ingratitude,  more  strong  than  traitors'  arms. 
Quite  vanquish'd  him:  then  burst  his  mighty  heart: 
And,  in  his  mantle  muffling  up  his  face, 
Even  at  the  base  of  Pompey's  statue, 
Which  all  the  while  ran  blood,  great  Caesar  fell." 

A  similar  skilful  selection  of  circumstances  characterizes  every  good  de- 
scription of  familiar  scenes.  The  "  Cotter's  Saturday  Night,"  by  Bums,  and 
the  •'  Elegy  in  a  Village  Churchyard,"  by  Gray,  both  largely  composed  from 
recollections,   contain   excellent  illustrations.— Edward  John   Hamilton. 


88        MIND-STUDIES  FOR    YOUNG   TEACHERS. 


THE  SENSIBILITIES. 

An  Outline  for  Study. 

i  immediate, 

1.  The  sensibilities  are  \  retrospective, 

( prospective. — Beown'o 

i  animal, 

2.  The  sensibilities  are  •<  rational, 

( spiritual.— HiCKOK. 

i  simple  emotions, 

3.  The  sensibilities  are  •<  affections, 

f  desires. — HAVEiq-. 


J 


)j  appetites  or 
]  animal  propensities, 
emotions  or  affections, 
voluntary  activities. 

— Mahai^. 
Emotions. 

5.  All  emotions  are  pleasant  or  unpleasant. 

6.  When  the  element  of  hope  in  an  emotion  becomes 
extinct,  agony  is  induced. 

7.  When  any  good  once  hoped  for  has  been  lost,  the 
emotion  of  grief  is  created. 

8.  When  moral  excellencies  once  possessed  are  lost  by 
our  own  actions,  the  self-reprobation  becomes  remorse. 


THE  SENSIBILITIES.  89 

"  What  exile  from  himself  can  flee 

To  zones,  though  more  and  more  remote  ? 
Still,  still  pursues,  where'er  I  be. 
The  blight  of  life,  the  demon,  thought. 

Through  many  a  clime  'tis  mine  to  go. 

With  many  a  retrospection  curst ; 
And  all  my  solace  is  to  know. 

Whatever  betides,  I've  known  the  worst. 

What  is  that  worst  ?  nay,  do  not  ask ; — 

In  pity  from  the  search  forbear. 
Smile  on — nor  venture  to  unmask 

Man's  heart,  and  view  the  hell  that's  there.'* 

—Byron. 

9.  Desires  are  to  sensations  and  emotions  what  effects 
are  to  causes. 

10.  Some  emotions  depend  upon  original  principles 
in  our  nature  and  are  permanent,  as — domestic  affec- 
tions, love  of  right  and  of  duty,  hatred  of  wrong,  etc. 

11.  Some  emotions  come  to  full  maturity  instantly, 
as  fear,  terror,  suspense,  wonder.  They  disappear  as 
quickly  as  they  rose. 

12.  Certain  emotions  come  to  maturity  slowly  and 
gradually  decay,  as  beauty  and  sublimity. 

13.  Some  emotions  produce  similar  feelings  in  other 
minds.     These  are  emotions  of  sympathy. 

14.  There  is  but  a  step  between  sympathy  and  affec- 
tion or  love.  True  sympathy  will  always,  if  properly 
cultivated,  lead  to  love.     It  is  at  the  basis  of — 

"  of  society,  of  benefactors, 

of  kindred,  of  country. 

Love  i  of  the  sexes,  of  heroes, 

of  friends,  of  species, 

^  of  home,  of  God. 


90        MIND-STUDIES  FOR    YOUNG   TEACHERS, 

15.  The  mind  is  always  pleased  with  emotions  of  fit- 
ness^ propriety,  congruity,  and  pained  with  emotions  of 
an  opposite  nature. 

Eemark  (1).  The  basis  of  all  our  real  love  of  God  is 
sympathy.  "  We  love  Him  because  He  first  loved  us.^^ 
We  love  Him  for  the  same  reason  our  pupils  love  us, 
and  we  love  them.  We  desire  to  imitate  what  we  see  is 
worthy  of  imitation.  Laboring  for  others  shows  us 
these  good  qualities,  and  thus  we  gain  a  sympathy  for 
them. 

Eemark  (2).  The  above  suggestions  are  full  of  most 
valuable  suggestions  to  all  teachers.  It  is  only  by  study- 
ing the  nature  of  our  desires,  sympathies,  moral  charac- 
ter, and  affections  we  can  learn  how  to  mould  others* 
characters  and  do  them  good.  The  whole  subject  here 
outlined  is  full  of  material  for  thought. 

Eemark  (3).  You  must  study  this  subject  in  the  light 
of  yourselves.  Eeading  books  will  not  help  you  very 
much.  Look  into  your  own  natures.  Study  yourselves. 
If  at  first  you  cannot  think  satisfactorily,  try  again  in 
another  way.  Ask,  ^^  How  do  I  feel,  think,  sympathize, 
love  T^  All  human  beings  are  fundamentally  the  same. 
The  probability  is,  were  you  in  the  place  of  your  pupils 
you  would  do  as  they  do ;  your  emotions  would  be  their 
emotions. 

Eemark  (4).  The  emotions  move  the  intellectual 
powers  and  will,  so  we  have  outlined  the  Sensibilities 
and  Feelings. 

Eemark  (5).  Do  not  be  discouraged  if  introspection 
is  difficult  and  slow.     Keep  at  it.     You  will  succeed. 


RELATION  OF  SENSIBILITIES   TO    THE  WILL,   9 1 


RELATION  OF  THE  SENSIBILITIES  TO  THE  WILL 


CLASSIFICATION". 

( Emotion, 
We  have  feelings  of  •<  Desire,  and 
(  Obligation. 
( Appetites, 
Our  desires  are,  -<  Propensities,  and 

(  Affections. 

"  Cheerfulness,    Wonder, 
Joy,  Melancholy, 

Sorrow,  Beauty, 

Surprise,  Grandeur, 

Astonishment,  Sublimity, 
Approval,  Ludicrousness, 

^  Disgust,  Disapproval. 

Among  our  appetites  j  Hunger, 
are  ( Thirst. 

(  Curiosity, 
Among  our  propen-  <  Sociability, 
sities  are  f  Ambition. 


Our  emotions  are, 
among  many  oth- 
ers. 


Our    affections    are 
both 


( Anger, 
Malevolent,  as  •<  Hate, 

(  Kevenge. 

(  Love, 
Benevolent,  as  •<  Benevolence, 

(  Mercy. 


92        MIND^STUDIES  FOR    YOUNG   TEACHERS, 

This  outline,  although  very  comprehensive,  is  only  a 
suggestion.  An  entire  list  would  be  much  longer;  foi 
example,  our  obligations  are  here  not  subdivided,  and 
the  number  of  our  propensities  might  be  increased. 

But  how  do  these  affect  the  will  ?  All  intellectual 
acts  are  clearly  connected  with  the  sensibilities,  but  the 
intellect  cannot  reach  the  will  except  through  the  emo- 
tmiSo  Let  the  students  of  the  mind  carefully  examine 
this  statement.  There  is  a  world  of  instruction  in  it 
for  the  guidance  of  teachers.  Is  it  true  ?  We  believe  it 
is.     But  one  more  truth  must  be  noticed.     It  is  this  : 

The  emotions  are  not  in  direct  contact  with  the  will. 
One  may  be  much  moved,  as  by  the  sight  of  a  beautiful 
picture,  a  dying  person,  great  joy,  or  laughter,  and  yet 
have  no  exercise  of  the  will.  In  fact,  one  may  be  over- 
whelmed with  emotion  and  have  no  desire. 

Emotions  are  followed  by  feelings  of  desire  and  often 
by  obligation.  Our  desires  are  in  proximity  to  the  will. 
Notice  carefully  these  statements. 

The  intellect  is  moved  by  emotions,  and  these  are  fol- 
lowed by  desires,  which  are  in  contact  with  feelings  of 
obligation. 

We  may  approach  the  will  in  other  directions,  but  this 
is  the  most  direct  way. 

Can  a  child  be  made  to  desire  to  study,  or  obey  the 
rule  of  right,  or  perform  a  duty  without  emotions  ?  Is 
it  true  that  a  pupil  may  be  much  moved  and  yet  have 
no  will  to  go  to  work?  Do  joy,  sorrow,  and  cheerful- 
ness lead  to  desire?  Is  it  necessary  that  desire  should 
be  excited  in  the  mind  before  the  will  be  exercised?  Let 
the  students  of  the  mind  answer  these  questions  in  the 


DELATION  OF  SENSIBILITIES   TO    THE  WILL.    93 

light  of  their  own  personal  experiences  and  the  observa- 
tion of  others.     The  subject  is  full  of  suggestiveness. 

A  PEW  QUESTIONS   IN  MIND-STUDY  ANSWEBED. 

Note.— These  questions  were  submitted  to  an  intelligent  teacher,  and  re- 
ceived the  following  answers.  They  are  presented  here  not  because  they 
are  as  accurately  expressed  as  they  might  have  been,  but  for  the  purpose 
of  showing  how  an  honest  teacher  can  examine  his  own  mental  processes. 

I.  Write  the  ^^^  things  you  like  best  to  think  about. 

(1)  Mind  and  its  Development. 

(2)  Language  and  its  Growth. 

(3)  Natural  Sciences,  and  the  Method  of  Teaching 

the  same. 

(4)  The  Political  Science— Civil  Government  and 

Political  Economy. 

(5)  Moral  Science — Divine  Government  and  The- 

ology. 

II.  Write  five  characteristics  of  your  mental  operations. 

(1)  I  do  not  remember  easily. 

(2)  I    can^t    reason    out     mathematical    problems 

easily. 

(3)  I  can  originate  new  ideas,  but  am  slow  to  ma- 

ture my  thoughts  and  put  them  into  execution. 

(4)  I  indulge  too  much  in  air-castle  building. 

(5)  Am  not  systematic  in  my  investigations. 

III.  How  many  distinct  kinds  of  mental  faculties  can 
you  recognize? 

(1)  Sensation.  (2)  Perception.  (3)  Conception. 
(4)  Imagination.  (5)  Memory.  (6)  Ab- 
straction. (7)  Association  and  Discrimina- 
tion. (8)  Reflection.  (9)  Judgment.  (10) 
Keason.     (11)  Concentration.     (12)  Fancy. 


94        MIND-STUDIES  FOR    YOUNG   TEACHERS. 

lY.  Which  of  these^  in  your  case,  seems  to  be  most 
fully  developed? 

(1)  Perception — Power  of  Seeing. 

V.  Under  what   mental   conditions  can    you  think 
easily? 

(1)  Under  mental  excitement.  (2)  Under  pres- 
sure.     (3)  Under  opposition. 

VI.  Is  your  mind  improving?     Give  five  reasons  why 
you  think  it  is  or  is  not. 

(1)  I  think  it  is.  I  hope  so,  at  least,  (a)  I  have 
a  greater  thirst  to  know,  (b)  A  stronger  de- 
sire to  do,  (c)  I  can  accomplish  more  mental 
work  in  a  given  amount  of  time  with  less 
mental  effort,  (d)  Things  that  my  mental 
nature  once  loathed  it  now  loves.  Once 
poetry  was  loathsome,  now  it  is  lovely;  and  so 
with  other  forms  of  art.  (e)  Narrowness  is 
fading  out  —  broadness  and  liberality  are 
breathing  in. 

VII.  IN'ame  five  ways  in  which  your  mental  activity  is 
promoted. 

(1)  By  teaching  and  observing  mental  phenomena. 

(2)  By  studying  the  art  of  teaching  with  its  prin- 

ciples. 

(3)  By    mingling    with    my 

fellow  teachers. 

(4)  By    mingling    with    my 

pupils. 

(5)  By  telling  publicly  what  I  have  thought  out 

privately. 


*^  Mind  sharpeneth 
mind.^' 


RELATION  OP  SENSIBILITIES   TO    THE    WILL.   9$ 

VIII.  How  long  can  you  tliink  of  one  thing  to  the 
exclusion  of  all  others? 

(1)  I  can^t  think  very  long  on  one  subject. 

IX.  State  the  connection,  in  your  experience,  between 
abstraction,  association,  and  imagination. 

(1)  Association  is  the  grouping  of  ideas. 

(2)  Abstraction  is  the  detaching  of  an  idea  from  a 

group. 

(3)  Imagination  is  the  weaving  of  these  abstractions 

into  a  whole. 
What  follows  illustrates  my  experience  of  the  connec- 
tion or  relation  of  the  above  faculties  : 

(1)  The    mind    enters  the    botanical    garden   of 

thought. 

(2)  Association  groups  into   distinct   clusters   the 

roses,  the  lilies,  and  the  pansies. 

(3)  Abstraction  plucks  an  individual  flower  from 

each  separate  group. 

(4)  Imagination    weaves  these    individual  flowers 

into  a  new  and  distinct  flower. 

X.  Is  it  possible  to  talk  about  anything  of  which  you 
are  not  thinking  ? 

I  think  not.     We  think  at  small  intervals  on  the 
subject  we  seem  not  to  think  of. 


96        MIND^STUDIES  FOR    YOUNG   TEACHERS. 


THE  TRAINING  OF  THE  SENSIBILITIES. 

The  sensibilities  stand  in  a  commanding  relation  to 
both  the  will  and  the  thinking  powers.  To  ignore  their 
importance  is  to  ignore  that  which  has  given  the  best 
teachers  of  the  world  their  greatest  success.  An  iceberg 
has  no  power  to  mould  child-nature  ;  neither  has  a  blaz- 
ing pine-knot^  nor  a  stubborn  mule.  A  successful  teach- 
er must  combine  clearness  and  strength^  with  warmth^, 
light,  and  unyielding  determination.  Tears  alone  have 
no  power.  They  may  give  evidence  of  remarkable  weak- 
ness. A  weeping  ignoramus  will  be  kicked  out  of  doors 
by  pupils  who  have  not  a  particle  of  sympathy  with  his 
misfortunes.  They  will  laugh  him  to  scorn,  for  weak- 
ness as  well  as  ignorant  stubbornness  always  provokes 
merriment. 

A  PERFECT  TEACHER. 

This  mythical  personage  has  equally  developed  all 
three  qualities.  Will,  Feeling,  Knowledge.  Here  we 
represent  him: 


Will. 

Feelikgs. 

INTELLECT. 

No.  1. 

He  oannot  be  found  except  in  imagination.     Some 


THE    TRAINING  OF   THE   SENSIBILITIES.       97 

teachers,  especially  those  inexperienced,  would  be  repre- 
sented like  this: 


ISTo.  2, 


FEELIiq-GS. 


p  © 


Will. 

Intellect. 

II 

Great  feeling;  little  intellect  and  will.  Other  teachers, 
especially  the  old  ^^ crammers^'  and  ^'^  grinds/^  are  as 
follows: 


Ko.  3. 


Great  will  and  knowledge  ;  almost  no  feeling.  With 
such  teachers  the  ^^  know  something"  and  the  ^*  must" 
are  grand  educational  forces.  They  would  give  more 
for  an  excellent  ^^  recitation"  than  for  all  the  sentiment 
in  the  United  States.  N"o.  2  will  laugh  and  cry  in  the 
same  breath;  the  will  is  weak  and  the  examination-pa- 
pers poor. 

Self-Examination. — Draw  your  own  diagram  carefully 
and  honestly.  It  will  do  you  good.  Make  it  six  inches 
long,  and  subdivide  it  into  its  proportional  parts.  The 
suggestion  is  an  excellent  one,  and  needs  no  further  ex- 
planation. 

Now  we  come  to  the  real  object  of  this  article — the 
methods  of  training  the  sensibilities  so  that  they  may 
work  in  harmony  with  all  the  other  parts  of  the  mind. 

In  Some  Cases  They  Must  be  Repressed. — Some  young 
children  develop  in  early  life  great  emotional  power. 
They  laugh  or  cry,  are  very  cheerful  or  despondent,  or 


98        MIND-STUDIES  FOR    YOUNG    TEACHERS. 

have  an  inordinate  curiosity  and  sociability.  They  can- 
not say  no,  have  no  will  of  their  own,  and  are  not  con- 
tent unless  they  are  hanging  on  the  neck  of  the  teacher, 
and  assured  a  hundred  times  that  they  are  objects  of  af- 
fection.  It  is  not  necessary  to  cause  such  dear  little 
creatures  an  instant  of  pain.  Their  intellects  must  be 
made  to  grow,  and  their  wills  brought  into  active  exer- 
cise. They  must  be  put  into  situations  where  they  are 
obliged  to  assert  themselves.  This  can  be  done  by  means 
of  motives.  The  emotional  force  must  be  brought  to 
bear  upon  the  motive  forces.  A  child  says:  '^1  love 
you  so  much,  my  dear  teacher T^ 

^^  Well,  my  child;  will  you  do  something  for  me  that 
will  make  me  feel  very  happy  ?^^ 

^^  Anjrthing  in  the  world.  ^^ 

^^Well,  then,  if  you  do  this  work  in  arithmetic  to- 
night, I  shall  be  made  very  happy  when  I  see  it  to-mor- 
row.^^ 

To-morrow  comes,  and  the  work  has  been  poorly  done. 
The  teacher  says:  ^^The  work  is  not  well  doue,  and  I 
feel  bad  about  it.^^ 

The  child  bursts  out  into  a  passion  of  tears.  The 
next  day  greater  effort  is  put  forth,  and  the  teacher  is 
made  happier;  by  and  by  the  work  is  excellently  done, 
and  the  teacher  is  rejoiced.  But  by  this  time  the  intel- 
lect begins  to  assert  itself,  and  the  emotional  nature  is 
less  demonstrative. 

In  like  manner  the  will  can  be  reached  through  mo- 
tives of  duty — right  and  wrong.  The  object  of  the 
teacher  is  to  overpower  the  feelings  when  they  are  in 
excess  by  developing  the  will  and  intellect  through  mo- 


THE    TRAINmC  OF   THE   SENSIBILITIES,        99 

fcives  skilfully  applied.  In  every  instance  as  soon  as  the 
wili  and  intellect  begin  to  grow  the  emotions  will  be 
found  to  work  in  harmony  with  them.  This  is  the  edu- 
cation of  the  feelings. 

In  Some  Cases  They  Must  be  Cultivated. — This  can  be 
done  in  a  hundred  different  ways.  Cheerfulness,  joy, 
wonder,  beauty,  curiosity,  disappointment,  or  disapproval 
will  wake  up  the  feelings  of  the  most  unfeeling  child. 
An  entire  book  could  easily  be  written  on  this  subject. 
Is  a  boy  wilful,  stubborn,  and  immovable  ?  Does  he  de- 
light in  causing  other  children  to  cry?  Is  he  unmoved 
by  the  emotions  and  desires  of  his  teacher?  Get  him 
to  laugh  at  something  worth  laughing  at.  Show  him  by 
stories  the  meanness  of  a  low  action.  Make  it  appear  as 
mean  as  possible.  Get  him  to  do  you  a  favor — to  help 
you  or  some  one  else.  Excite  feelicgs  of  obligation. 
Go  out  of  your  way  to  help  him.  It  may  be  necessary 
to  punish  him;  if  so,  let  it  be  done,  and  let  him  under- 
stand the  full  enormity  of  his  actions,  and  with  a  feeling 
heart  punish  him  thoroughly.  If  it  must  be  done,  let 
it  be  well  done. 

AN  ANECDOTE  OP  DANIEL  WEBSTER. 

The  best  men  have  had  the  deepest  feelings.  In  his  mature  days, 
no  one  was  held  in  higher  esteem  by  the  people  of  this  country 
than  Daniel  Webster.  An  Incident  in  his  early  life  forcibly  illus- 
trates the  true  composition  of  his  nature,  and  shows  us  how  deep 
his  sensibilities  were.  His  father  was  poor,  yet  he  resolved  to  send 
him  to  college — a  dream  he  had  hardly  dared  to  cherish.     He  says : 

"  I  remember  the  very  hill  we  were  ascending  through  deep 
snow,  in  a  New  England  sleigh,  when  my  father  made  known 
tills  purpose  to  me.     I  could  not  speak.     How  could  he,  I  thought. 


100     MIND-STUD/ES  FOR    YOUNG   TEACHERS. 

with  so  large  a  family,  and  in  such  narrow  circumstances,  think 
of  incurring  so  great  an  expense  for  me?  A  warm  glow  ran  all 
over  me,  and  Ilaid  my  head  on  my  father's  shoulder  and  wept.'* 

This  little  incident  shows  how  deep  were  his  sensibilities.    His 
strength  of  intellect  and  will  are  universally  recognized. 


Closely  allied  to  the  emotions  of  joy  and  sorrow  awakened  by  our  own 
personal  experience  of  good  and  of  evil  is  the  sympathy  we  feel  with  the 
3oys  and  sorrows  of  others  in  similar  circumstances.  Joy  is  contagious.  So, 
also,  is  grief.  We  cannot  behold  the  emotions  of  others  without  in  some 
degree  experiencing  a  corresponding  emotion.  Nor  is  it  necessary  to  be 
eye-witnesses  of  that  happiness  or  sorrow.  The  simple  description  of  any 
scene  of  happiness  or  of  miseiy  affects  the  heart,  and  touches  the  chords  of 
sympathetic  emotion.  We  picture  the  scene  to  ourselves,  we  fancy  our- 
selves the  spectators  or,  it  may  be,  the  actors  and  the  sufferers;  we  imagine 
what  would  be  our  own  emotions  in  such  a  case,  and  in  proportion  to  the 
liveliness  of  our  power  of  conception,  and  also  of  our  power  of  feeling,  will 
be  our  sympathy  with  the  real  scene  and  the  real  sufferers. 

The  sympathy  thus  awakened,  whether  with  the  joy  or  the  sorrow  of 
others,  is  a  simple  emotion,  distinct  in  its  nature  from  both  the  affections 
and  the  desires;  and  it  is,  moreover,  instinctive  rather  than  rational— a  mat- 
ter of  impulse,  a  principle  implanted  in  our  nature,  and  springing  into  exer- 
cise, as  by  instinct,  whenever  the  occasion  presents  itself,  rather  than  the 
result  of  reason  and  reflection.  It  is  a  susceptibility  which  we  possess,  to 
some  extent  at  least,  in  common  with  the  brutes,  who  are  by  no  means  in- 
sensible to  the  distresses  or  to  the  happiness  of  their  fellows.  It  is  a  sus- 
ceptibility which  manifests  itself  in  early  life,  before  habits  of  reflection 
are  formed,  and  under  circumstances  which  preclude  the  supposition  that  it 
may  be  the  result  of  education,  or  in  any  manner  an  acquired  and  not  an 
original  and  implanted  principle.  So  far  from  being  the  result  of  reflection, 
reason  and  reflection  are  often  needed  to  check  the  emotion,  and  keep  it 
within  due  bounds.  There  are  times  when  sympathy,  for  example,  with  the 
distresses  of  others  would  stand  in  the  way  of  efficient  and  necessary  ac- 
tion, and  when  it  is  needful  to  summon  all  the  resources  of  reason  to  our 
aid  in  the  stern  and  resolute  performance  of  a  duty  which  brings  us  into 
conflict  with  this  instinctive  principle  of  our  nature.  The  judge  is  not  at 
liberty  to  regard  the  tears  of  the  heart-broken  wife  or  child  when  he  rises 
to  pronounce  the  stern  sentence  of  violated  law  upon  the  wretched  criminal. 

The  kind-hearted  surgeon  must  for  the  time  be  deaf  to  the  outcries  of  his 
patient,  and  insensible  to  his  sufferings,  or  his  ministrations  are  at  an  end.— 
Joseph  Haven. 


RELATION  OF  SENSIBILITIES   TO  MORALITY.     lOI 


RELATION  OF  THE  SENSIBILITIES   TO  MO- 
RALITY. 

It  is  the  opinion  of  many  eminent  thinkers  that  moral 
consciousness  is  wholly  dependent  upon  sympathy ;  how- 
ever this  may  be^  it  is  certain  that  a  highly-developed 
sympathy  is  an  indispensable  condition  to  its  full  unfold- 
ing. Moral  feelings  require  that  we  should  feel  for 
others.  In  other  words,  we  must  enter  into  their  joys 
and  sorrows.  The  early  Christians  were  in  entire  sym- 
pathy among  themselves.  They  lived  together,  they 
belonged  together ;  they  were  all  as  brothers  and  sisters, 
fathers  and  children.  A  man  no  more  thought  of  say- 
ing,* '^  This  is  my  place,  this  is  my  right,  ^^  than  the 
hand  thinks  of  saying  to  the  foot,  '^  This  blood  belongs 
to  me,  not  to  you,^^  or  of  saying  to  the  other  hand,  ^'  I 
have  a  right  to  do  this,  you  have  not.^^  This  was  the 
highest  condition  human  society  has  ever  yet  attained. 
If  it  had  lasted,  heaven  would  have  already  come  on  the 
eaii:h. 

The  Basis  of  True  Morality  is  affection.  Self  is  for- 
gotten in  serving  others.     Christ  expressed  this  truth 

*  James  Freeman  Clarke,  in  *'  Self -Culture." 


I02     MINi).STUJbIE^  FOR    YOUNC   TEACHERS, 

when  he  said,  ^*'  For  whosoever  shall  do  the  will  of  God, 
the  same  is  my  brother,  and  sister,  and  mothero"*^  But; 
it  must  be  noticed  that  morality  does  not  consist  in 
simply  doing  right,  but  in  doing  right  through  proper 
motives,  A  moral  action  cannot  be  done  through  jeal- 
ousy, or  envy,  or  self -gratification.  These  motives  may 
lead  one  to  give  money  to  the  poor  or  feed  the  hungry. 
This  is  right,  but  since  the  motives  are  wrong,  the 
actions  are  not  moral  actions.  We  may  outwardly  do 
right  and  yet  have  poor  moral  characters.  Let  us  take 
an  illustration.  A  man  may  be  polite,  helpful,  and 
generous.  He  may  even  get  an  excellent  character  for 
goodness,  but  at  heart  have  no  sympathy  with  his  fellow 
men.  His  motives  may  be  increasing  his  trade,  estab- 
lishing a  professional  character,  or  obtaining  an  office. 
He  is  far  different  from  the  man  who  has  genuine  sym- 
pathy with  others  and  labors  for  their  good,  forgetful  of 
self-interest,  with  no  thought  of  trade,  profession,  or 
office.  Such  a  man  was  John  Howard,  and  such  per- 
sons are  thousands  who  are  teaching  and  working  all 
over  the  world.  ^^  It  is  only  when  we  lose  thought  of 
ourselves  that  we  find  our  own  higher  self.^^  It  is  not 
enough  to  rejoice  because  we  have  our  desire,  we  must 
rejoice  because  others  are  happy.  Two  words  stand  over 
against  each  other : 

SEIiFISHNESS-SYMPATHY. 

They  are  foundation-stones ;  one,  of  all  that  is  mean 
and  repulsive  ;  the  other,  of  all  that  is  high  and  attrac- 
tive. 

There  is  an  expression,  ^^  using  one^s  friends,''  that 


RELATION  OF  SENSIBILITIES   TO  MORALITY,    I03 

implies  a  great  deal  that  is  bad^*  for  it  is  the  confession 
of  personal  desire  as  the  end  of  social  attachment. 
Fashionable  life  is  heartless,  because  under  the  appear- 
ance of  affection  there  is  generally  nothing  but  heartless- 
ness.  The  polished  words  of  conventionalism  are  only 
the  husks  of  sympathy;  the  heart  is  gone.  In  corrupt 
society,  sensuality  and  selfishness  have  usurped  the  place 
of  the  affections. 

A  distinction  must  here  be  made  between  natural  and 
moral  affections.  Our  natural  affections  we  share  with 
the  lower  animals.  They  have  no  moral  character,  ^^are 
not  morally  good,  and  do  jiot  become  so  by  being  brought 
under  moral  control ^^  (Hopkins).  It  constitutes  no 
element  of  moral  character  for  a  mother  to  love  her 
child;  it  would  be  immoral  if  she  did  not.  The  same 
may  be  said  of  natural  endowments;  some  are  amiable, 
others  are  the  reverse.  ^^It  is  no  fault  of  theirs;  one  is 
the  rose,  and  the  other  the  nettle;  one  is  the  smooth,  the 
other  the  rough-barked  tree,  and  nature  has  made  the 
difference/^ 

^^  It  is  not  uncommon  to  find  the  richest  gifts  of  nat- 
ural affections  and  intellect  associated  with  the  deepest 
moral  corruptions.  We  have  examples  of  this  in  Aaron 
Burr,  Byron,  [^Tapoleon,  and  Poe.  It  is  the  smooth- 
barked  hickory  that  bears  bitter  nuts.  Good  nuts  come 
from  the  shag-bark  hickory,  beautiful  flowers  grow  on  the 
prickly  and  angular  cactus.  ^^ 

^^  A  man  who  has  given  himself  up  to  selfishness  when 
he  pays  visits  to  his  tenants,  on  the  day  the  rents  be- 

*See  Dr.  Hopkins'  Lowell  Lectures  on  "Moral  Science." 


104      MIND-STUDIES  FOR    YOUNG   TEACHERS, 

come  due,  can  see  nothing  and  hear  nothing  but  money. 
Selfishness  has  closed  the  avenues  to  his  soul/^  He  may 
be  amiable  and,  in  general,  kind,  but  all  that  he  does  is 
tinged  by  his  moral  nature.  He  cannot  see  beyond  his 
own  self-interest. 

Still  we  are  responsible  for  our  own  moral  characters 
and,  to  a  great  extent,  for  those  influenced  by  us,  for 
we  are  so  made  that  we  can  turn  our  motives  and  desires 
into  whatever  channel  we  wish  them  to  run. 


We  would  remark,  here,  upon  one  discouragement  which  frequently  at- 
tends the  efforts  of  those  who  are  so  situated  as  to  render  it  especially  their 
duty  to  impart  instruction  to  the  young.  We  refer  to  the  fact  that  it  is 
sometimes,  and  but  too  frequently,  the  case  that  they  see  but  little  im- 
mediate good  results  from  their  labors.  They  can  see  distinctly  the  advance- 
ment of  their  pupils  in  that  knowledge  which  is  appropriate  to  the  intellect, 
but  are  less  able  to  measure  their  progress  in  what  pertains  to  the  moral 
culture.  Indeed,  they  too  often  believe  that  their  instruction  is  seed  sown 
upon  stony  ground,  which  is  not  only  unproductive  at  present,  but  is  abso- 
lutely and  forever  lost. 

This  is  a  great  mistake.  The  truth  is  that  nothing  is  lost.  The  moral  and 
religious  instruction  which  is  communicated  to  the  youthful  memory  is 
deposited  in  the  keeping  of  a  power  which  may  sometimes  slumber  but  can 
never  die.  It  may  long  be  unproductive;  it  may  remain  for  years  without 
giving  signs  of  vivification  and  of  an  operative  influence;  and  yet  it  may  be 
only  waiting  for  some  more  favorable  and  important  moment,  when  it  shall 
come  forth  suddenly  and  prominently  to  view.  No  one,  therefore,  ought  to 
be  discouraged  in  the  discharge  of  his  duty.  In  nothing  is  the  scriptural 
declaration  more  likely  to  be  fulfilled  in  its  richest  import:  "  Cast  thy  bread 
upon  the  waters,  and  "thou  shalt  find  it  after  many  days." 

Multitudes  of  illustrations  might  be  introduced  to  confirm  the  views  of  this 
section.  How  natural  is  the  following  incident !  And  how  agreeable,  there- 
fore, to  sound  philosophy!  "When  I  was  a  little  child,"  said  a  religious 
man,  "  my  mother  used  to  bid  me  kneel  beside  her,  and  place  her  hand  upon 
my  head  while  she  prayed.  Ere  I  was  old  enough  to  know  her  worth,  she 
died,  and  I  was  left  to  my  own  guidance.  Like  others,  I  was  inclined  to  evil 
passions,  but  often  felt  myself  checked,  and  as  it  were  drawn  back  by  the 
soft  hand  upen  my  head.  When  I  was  a  young  man  I  travelled  in  foreign 
lands,  and  was  exposed  to  many  temptations;  but  when  I  would  have 
yielded,  thai  same  hand  was  upon  my  head,  and  I  was  saved.  I  seemed  to 
feel  its  pressure  as  in  the  days  of  my  happy  infancy,  and  sometimes  there 
came  with  it  a  voice  in  my  heart,  a  voice  that  must  be  obeyed:  "  Oh,  do  not 
this  wickedness,  my  son,  nor  sin  against  thy  God."— Thomas  C.  Upham. 


THE  IMAGINATION,  105 


THE  IMAGINATION. 

DURING  THE  SECOND  STAGE  IN  CHILD-LIFE. 

Whek  the  mind  commences  to  assert  its  own  character, 
it  begins  to  be  independent.  Let  us  consider  one  faculty 
as  it  now  appears. 

1.  Imagijst ATioi^. — This  faculty  implies  the  possession 
of  knowledge — something  has  been  received  and  retained. 
It  is  now  changed  into  other  forms ;  by  a  purely  mental 
act  it  is  rearranged.  Suppose  a  child  had  seen  a  certain 
arrangement,  as : 

A  book  on  the  table. 

A  chair  at  A  girl  standing 

its  left.  at  the  right. 

A  dog  lying  under  the  table. 

Imagination  re-arranges  these  in  the  mind,  and  the 
child  says:  I  see — 

A  dog  lying  on  the  table. 

A  girl  standing  A  chair  at 

at  the  left.  the  right. 

A  book  under  the  table. 


I06     MIND-STUDIES  FOR    YOUNG   TEACHERS, 

Without  the  power  of  imagination  these  new  group- 
ings could  not  be  thought  of. 

Imagination  is  a  rearrangement  of  images  in  the  mind. 

On  what  the  Vividness  of  Imagination  Depends. — 
The  vividness  of  imagination  depends,  first,  upon  the 
distinctness  and  clearness  of  the  sense-impressions^  and, 
second,  upon  the  permanence  of  those  impressions.  We 
have  a  distinct  image  of  a  person's  face  when  we  have  a 
clear  image  of  its  several  parts  in  the  mind.  If  we  only 
remember  the  nose  distinctly,  the  picture  of  the  whole 
face  will  be  indistinct. 

In  this  stage  of  the  child^s  mental  growth  the  distinct- 
ness of  the  impressions  must  be  tested  by  appeal  to  the 
imagination.  If  it  be  found  that  this  faculty  is  im- 
mature, the  cause  can  at  once  be  known — the  sense- 
impressions  on  the  mind  have  heen  indistijict, 

A  Few  Experiments. — Children  will  delight  in  exer- 
cising this  faculty  if  properly  educated.  Try  this  experi- 
ment with  pupils  about  seven  years  of  age.  Say  to  a 
group  of  three  or  four,  quietly,  slowly,  and  distinctly  : 

''Shut  your  eyes,  and  I  will  tell  you  what  I  see.  I 
am  in  a  large  room.  In  the  middle  of  this  room  is  a 
long  table  ;  around  this  table  are  chairs.  At  the  further 
end  of  this  room  are  two  long,  large  windows ;  over  the 
windows  hang  beautiful  red  curtains.  There  is  a  plat- 
form at  this  end  of  the  room ;  it  is  carpeted  ;  on  this 
platform  is  a  large  arm-chair  ;  at  the  right  of  the  chair 
is  a  small,  round  marble  stand.  All  around  the  sides  of 
the  room  are  arm-chairs.  There  is  a  door  in  the  end  of 
the  room  opposite  the  windows.  No  one  is  in  the  room. 
Keep  still.      Harlc!    The  door  opeiis,      An  old  inan 


THE  IMAGINATION,  \Oj 

comes  in.  He  walks  slowly.  He  has  white  hair,  and 
carries  a  cane.  He  goes  to  the  chair  on  the  platform 
and  sits  down  and  looks  around  ;  he  is  waiting  for  some- 
body. Let  us  see  who  it  is.  Yes,  there  he  comes  ;  he 
is  a  little  boy.  He  is  dressed  in  a  velvet  frock,  has  long 
flaxen  hair  that  hangs  in  ringlets  on  his  shoulders,  clear 
white  skin,  and  beautiful  blue  eyes.  He  runs  up  to  the 
old  man,  and,  throwing  his  arms  around  his  neck,  says  : 
^How  glad  I  am  to  see  you,  grandpa  V'^  etc.,  etc. 

This  imaginary  picture  must  be  produced  by  giving 
each  separate  part  of  it  distinctly  and  clearly.  By  a 
proper  regrouping  of  what  children  have  seen  before,  the 
greatest  interest  can  be  excited,  and  the  greatest  benefit 
secured.  It  is  now  when  the  imagination  can  be  made 
the  means  of  fixing  much  valuable  knowledge.  Suppose 
the  mental  picture,,  the  outlines  of  which  we  have  just 
given,  should  be  completed,  and  then  told  by  the  pupils, 
and  afterwards  written  in  full;  an  excellent  language 
lesson  would  be  the  result — better  than  a  thousand 
grammars  and  more  useful  and  interesting  than  ten 
thousand  rules  of  syntax. 

Suppose  a  historical  mental  picture  is  given — true  in 
every  particular  as  to  its  outlines,  but  filled  with  numer- 
ous imaginary  details — in  other  words,  suppose  the  dry 
bones  of  history  were  clothed  with  flesh,  and  made  to 
stand  before-  the  pupils  as  living  pictures,  would  they 
not  be  remembered  ?  Children  delight  in  pictures  at 
this  stage  of  their  mental  growth,  and  they  must  be  led 
to  take  in  knowledge  through  them — not  only  printed 
pictures  in  books,  but  mental  pictures  from  the  teacher^s 
own  lips.     There  ought  to  be  a  calling,  ''Do  tell  us 


I08      MIND-STUDIES  FOR    YOUNG    TEACHERS. 

another  history  story /^  from  ten  thousand  voices  every 
day.  They  never  would — they  never  could — forget 
them  if  properly  told. 

Take  geography  for  another  illustration.  Suppose 
the  teacher  says  :  ^^Shut  your  eyes  and  we  will  go  to 
London.  I  am  up  in  the  air  and  see  a  great  city.  A 
large  river  seems  to  divide  it  into  two  parts.  The 
larger  part  is  on  its  north.  It  is  crossed  by  many 
bridges.  I  see  a  large  building  with  a  high  dome.  It 
is  St.  PauFs  Cathedral/'  etc.  Our  space  permits  us  to 
indicate  only  a  glimpse  of  what  such  a  geography  lesson 
might  teach  ;  in  other  words,  might  lead  the  child  cor- 
rectly to  wiagine.  No  words  can  tell  the  wonderful 
interest  that  might  be  thrown  around  such  exercises,  if 
only  the  teacher  could  be  possessed  of  the  sufficient 
power  to  present  them. 

History  and  geography  must  be  taught  to  young 
pupils  principally  by  means  of  the  imagination.  Hitherto 
its  power  has  not  been  recognized.  Teachers,  think 
of  these  things.  What  we  say  is  the  result  of  years  of 
work,  and  for  the  first  ^Mt— failure  in  reaching  young 
minds.  We  tried  to  make  the  scholars  '^'^  learn  their 
lessons,^'  and  we  succeeded ;  but  they  learned  nothing 
else.  They  repeated,  memorized,  and  recited.  Thank 
God,  light  has  come  to  our  darkened  understanding,  and 
we  see  some  things  more  clearly  than  ever  before.  The 
power  of  good  imagination  lessons  in  awakening  thought 
and  securing  investigation  and  interest  is  now  an  article 
in  our  educational  creed.  That  it  may  be  in  yours,  is 
the  object  of  this  chapter. 


THE  IMAGINATION'.  IO9 


THE   CULTURE    OF   THE   IMAGINATION   IN    THE   PBI- 
MARY  CLASSES. 

Introductory. — All  the  exercises  of  the  school  are 
necessarily  connected  with  training  in  expression.  The 
child  must  learn  to  talk  and  write.  Much  has  been 
said  on  this  point,  and  much  more  needs  to  be  said  be- 
fore the  majority  of  teachers  will  appreciate  the  great 
importance  of  teaching  pupils  to  express  themselves 
correctly  and  easily.  Especially  in  the  culture  of  the 
imagination  is  this  of  the  greatest  importance. 

Personating. — This  exercise  consists  in  leading  chil- 
dren to  assume  fictitious  characters.  For  example,  each 
member  of  a  class  may  take  a  different  occupation.  One 
may  be  a  farmer,  another  a  merchant,  another  a  con- 
ductor on  a  railroad,  another  a  teacher,  etc. 

After  a  few  minutes  of  silent  thought,  during  which 
time  the  pupils  could  place  their  heads  on  their  desks, 
they  are  permitted  to  tell  what  they  have  been  imagin- 
ing. 

One  would  say:  ^^I  am  a  farmer,  ploughing  the 
ground  with  two  horses  and  a  plough.  My  horses  don^'t 
like  to  pull.  I  have  to  make  them  go  faster.  When 
the  ground  is  ready,  I  shall  plant  corn.''' 

Another  would  say  :  ^^  I  am  a  grocer.  In  my  store 
I  have  tea,  sugar,  coffee,  dried  apples  and  peaches, 
canned  plums  and  pears,  dried  fish,  and  flour.  I  sell  for 
cash/' 

Another  might  say:  ^^I  am  a  railroad  engineer.  My 
engine  is  large.     When  I  pull  the  handle,  the  steam 


no      MIND-STUDIES  FOR    YOUNG    TEACHERS. 

goes  puff,  puff,  and  the  wheels  go  round.  I  whistle, 
and  scare  the  cattle  off  the  track. '^ 

Another  might  say :  "\  am  a  teacher.  I  train  the 
pupils  to  read  and  write.  They  go  to  the  board  and  draw 
lines,  and  make  figures,  and  write  words. "^ 

This,  of  necessity,  is  only  a  hint.  The  manner  of  car- 
rying it  out  will  be  much  varied  by  the  earnest  teacher. 
For  example,  pupils  can  imagine  they  are  in  different 
localities,  and  can  be  influenced  to  tell  what  they  see. 
One  says  :  ^^  I  am  standing  by  the  banks  of  a  river.  I 
see  little  fishes  swimming  about  in  the  shallow  water. 
A  board  is  floating  down-stream.  On  the  board  is  a 
frog.  0,  he  jumps  off  as  soon  as  he  sees  me.  I  guess  he 
was  afraid  I  would  stone  him.^^ 

Another  says  :  ^'  I  am  in  the  woods.  The  trees  are 
very  high.  The  brush  on  the  ground  is  thick.  I  see  a 
rabbit !     How  fast  he  jumps  V^ 

Another  says:  ''  I  am  watching  a  big  fire.  Flame  and 
smoke  are  coming  out  of  the  windows.  The  engine  is 
throwing  a  stream  of  water  right  into  the  hot  fire.  It 
make^a  great  deal  of  noise.  ^^ 

By  skilfully  conducting  such  exercises  as  these,  the 
greatest  enthusiasm  can  be  created  and  much  real  disci- 
pline obtained. 

What  Studies  Train  the  Imagination. — Geography, 
properly  taught,  is  the  best.  There  is  no  mental 
breadth  obtained  by  learning  the  names  of  places,  or 
the  facts  of  distances,  nor  is  there  any  geography  in 
them,  unless  facts  bring  pictures  into  the  mind.  Geog- 
raphy is  not  a  description  of  the  earth's  surface:  it  is  a 
mental  conception  of  a  part  or  all  of  it.      What  we  can 


THE  iMAGmATION.  Ill 


see  hy  the  aid  of  imagination  is  geography — all  else  is 
words.  There  is  a  general  or  accommodative  sense  in 
which  all  that  is  said  concerning  the  earth  is  classed 
under  the  head  of  geography^  but  this  is  not  the  sense 
in  which  the  word  is  used  in  primary  instruction. 

History  is  the  twin  sister  of  geography ;  in  fact  it 
would  be  impossible  to  study  history  without  its  aid. 
True  history  consists  of  pictures  in  the  mind^  for  his- 
tory is  hit  a  series  of  2netures,  We  see  Csesar  crossing 
the  Rubicon,  the  battles  of  Marathon  and  Thermopylae, 
Waterloo,  Yorktown,  Gettysburg,  and  Bull  Run,  and  it 
is  not  until  we  get  a  mental  photograph  of  these  scenes 
that  we  have  a  history  of  themo 

There  is  little  discipline  of  the  imagination  in  spelling, 
arithmetic,  or  elocutionary  reading,  but  literature  is 
full  of  imaginative  culture.  Poetry,  stories,  and  novels 
appeal  directly  to  this  faculty  for  all  their  best  effects. 
^^  Robinson  Crusoe ^^  and  '^The  Arabian  Nights  ^^  have 
done  more  tlian  all  other  books  combined  to  cultivate 
the  imaginative  faculty  in  children.  Hans  Christian 
Andersen's  works  have  had  a  wonderful  influence.  An 
entire  chapter  could  profitably  be  filled  with  a  catalogue 
of  books  adapted  to  cultivate  a  healthy  imagination  in 
children^  For  older  pupils,  nothing  is  better  than  the 
historical  novels  of  Sir  Walter  Scott;  Bulwer-Lytton^s 
**  Rienzi,^^  ''The  Last  Days  of  Pompeii;^'  Prescott^s 
''Mexico^^  and  ''Peru/'  and  most  of  what  Washington 
Irving  and  Fenimore  Cooper  have  written. 

Two  poetical  examples  will  serve  to  illustrate  how 
much  material,  both  suggestive  and  beautiful,  is  at 
hand  for  use  whenever  wanted  : 


112     MIND-STUDIES  FOR    YOUNG   TEACHERS. 

"  Every  wave,  with  dimpled  cheek, 
That  leaped  upon  the  air. 
Had  caught  a  star  in  its  embrace, 
And  held  it  trembling  there  !" 

**  I  have  heard  the  laughing  wind  behind, 
When  playing  with  my  hair — 
The  breezy  fingers  of  the  wind. 
How  cool  and  moist  they  were  I" 

It  is  of  the  utmost  importance  that  improper  imagina- 
tive works  should  be  kept  away  from  growing  minds. 

This  cannot  be  done  by  prohibits.  It  cannot  be  said, 
**Don^t  read  the  ^  Terrible  Exploits  of  Bill  Jones,  the 
Outlaw/ ^^  Nothing  will  make  it  more  certain  that  it 
will  be  read.  Start  early  with  interesting  works  of  im- 
agination, and  keep  it  up.  Eternal  vigilance  is  the 
price  of  a  healthy  imagination  culture. 

Satisfy  the  imagination  of  children  whenever  it  is 
possible  to  do  so. 

This  native  faculty  %viTl  le  appeased  somehow,  some- 
where, some  time.  Go  before  and  answer  its  questions,  or 
else  it  will  create  fancies,  thoughts,  and  imaginings,  the 
like  of  which  are  not  found  either  on  the  earth  or  above 
it,  and  many  of  which,  if  nurtured,  will  lead  them  to 
certain  ruin. 


IMAGINA  TION  W  ITS  MA  TURITY.  1 1 3 


IMAGINATION  IN  ITS  MATURITY. 

A  FEW  instances  will  illustrate  how  vivid  imagination 
often  is,  and  what  a  power  it  may  be  made  in  mental 
development. 

^'  What  does  God  send  the  snow  for  ?"  asked  one  little 
girl  of  another.  '^Why,  the  snow-flakes  are  the  um- 
brellas He  covers  His  flowers  with/^  was  the  answer. 

The  measles  invaded  a  household  where  there  were 
many  children.  The  first  child  to  sicken  was  given  a 
box  of  paints  and  some  prints  to  color,  to  amuse  himself 
in  bed.  ^^  I  wish  I  could  get  the  measles,  said  a  younger 
brother,  ^^then  I  could  have  a  paint-box  too.^^  In  due 
time  he  caught  the  infection  and  was  also  given  a  box 
of  paints.  ^^Papa,'^  said  the  little  one  wearily,  after 
being  a  couple  of  days  in  bed,  ^^you  can  take  the  paint- 
box away  :  I  don^t  want  the  measles.  ^^  In  the  child's 
thoughts  there  was  a  connection  between  the  box  of 
paints  and  the  measles.  It  is  an  interesting  incident, 
not  only  in  showing  the  working  of  imagination  in  chil- 
dren but  the  power  of  early  association  in  tracing  effects 
to  their  causes. 

There  was  a  little  girl  who  believed  that  the  stars 
were  the  children  of  the  moon.     Her  mother  wanted 


114      MIMD-STUDIES  FOR    YOUI^G   TEACHERS, 


her  to  go  to  bed  one  night  before  she  felt  quite  sleepy 
enough  to  go  willingly.  *'But  the  moon  hasn't  sent 
her  children  to  bed  yet/'  objected  the  little  astronomer, 
petulantly.  It  so  happened  that  a  storm  was  brewing 
and  heavy  clouds  were  gathering  in  the  heavens.  "  Go 
and  see  if  she  hasn't/'  said  her  mother.  The  little  head 
was  immediately  popped  out  of  window,  and  the  sky  was 
scanned  eagerly.  ''  Well,  I  guess  I'll  have  to  go  to  bed 
now/'  she  said  after  the  survey;  ''  the  moon  is  covering 
up  her  children  and  tucking  them  in." 

AN  ANALYSIS. 

Fancy  collects  materials  for  the  imagination,  conse- 
quently the  latter  presupposes  the  former,  but  the  for- 
mer  does  not  necessarily  suppose  the  latter.  The  power 
of  fancy  supplies  the  poet  with  metaphorical  language, 
but  imagination  creates  the  complex  scenes  which  he 
describes.  We  can  say  a  ^^rich  fancy,"  but  not  a  ^^rich 
imagination."  We  can  call  the  imagination  ^^  sublime/' 
but  not  ^^  luxuriant."     This  distinction  is  important. 

The  imagination  does  not  abstract  or  generalize,  it 
only  supplies  materials  for  these  processes  according  to 
the  laws  of  association.  Without  imagination  the  scien- 
tist could  do  nothing;  with  only  an  imagination  he  could 
do  nothing.  Abstraction,  generalization,  and  taste  sup- 
ply the  fancy,  and  this  arranges  materials  for  the  imag- 
ination. It  follows,  therefore,  that  real  imagination  can 
only  be  obtained  through  the  cultivation  of  the  reflect- 
ive powers.  Fancy  is  the  proper  name  for  what  is  called 
imagination  in  young  children  ;  but,  since  they  early 


IMA  cm  A  TION-  m  ITS  MA  TURITV,  1 1 5 


commence  to  generalize,  a  true  imagination  soon  begins 
to  show  itself.  At  first  fancy  predominates,  but  soon 
it  begins  to  take  its  subordinate  place. 

Imagination  is  the  result  of  education  :  it  is  not  an 
original  endowment  of  the  mind.  Men  differ  in  the 
strength  of  this  power  because  they  differ  in  the  strength 
of  the  elements  that  form  it;  and  since  the  faculties  of 
abstraction,  generalization,  and  memory  can  be  greatly 
cultivated  by  proper  education,  it  follows,  as  an  axiom, 
that  a  good  imagination  must  depend  upon  education. 
It  will  be  seen  that  the  possession  of  a  good  imagination 
marks  the  highest  type  of  mind.  Inventors,  mathema- 
ticians, prose  writers,  and  orators  are  as  much  entitled 
to  be  called  men  of  genius,  and  imaginative,  as  poets, 
painters,  and  orators. 

Imagination  has  a  powerful  influence  on  the  formation 
of  character.  By  it  our  ideals  are  formed.  A  young 
person  sets  out  in  life  with  his  ideal  of  perfection  and 
happiness.  If  it  consists  of  sensuous  pleasures,  he  will 
make  every  effort  to  gratify  his  appetites;  but  if  he 
places  before  himself  a  high  standard  of  moral  excellence, 
he  will  exert  himself  to  attain  to  it.  Moral  duties  and 
religious  exercises  are  powerfully  influenced  by  the  im- 
agination. In  the  Christian  religion  the  life  and  works 
of  Christ  are  constantly  held  up  before  the  world.  His 
followers  see  Him  in  all  the  situations  in  Avhich  he  was 
placed.  A  Christian  will  at  once  appreciate  the  force 
of  this  assertion  and  admit  its  powerful  effect  on  human 
actions.  Place  before  a  child  an  ideal  good,  clearly, 
forcibly,  and  frequently,  and  it  will  soon  begin  to  exert 
itself  to  attain  to  it.     Some  philosophers  have  gone  so 


Il6     MIND-STUDIES  FOR    YOUNG   TEACHERS. 

far  as  to  claim  that  all  moral  good  was  centred  in  the 
imagination.  This  is  not  so.  There  is  a  sense  of  right 
and  wrong  instinctive  in  the  human  soul  which  no  imag- 
ination can  destroy ;  but  it  is  neverthless  true  that 
from  the  imagination  of  man  come  some  of  the  most 
powerful  moral  forces  our  natures  are  capable  of  receiv- 
ing. 

Teachers  will  see  the  important  bearing  of  all  this  on 
methods  of  moral  instruction. 


Ideals,  like  notions,  are  particular  and  general.  Thus,  in  the  mind  of  Mil- 
ton there  existed  a  general  idea  of  what  a  poem  should  be,  in  order  to  real- 
ize, in  greater  or  less  perfection,  the  pure  ideas  of  reason.  At  the  same  time 
there  existed  a  particular  ideal  of  the  manner  in  which  the  elements  enter- 
ing into  that  poem  should  be  blended,  in  order,  in  that  particular  produc- 
tion, to  realize  those  ideals. 

Ideals  are  not  confined  to  any  one  class  of  ideas.  Every  individual,  in  all 
departments  of  human  action,  has  an  ideal  of  the  form  to  which  the  objects 
of  his  action  should  be  brought  into  conformity,  and  in  the  light  of  which 
he  judges  of  all  productions  which  meet  his  eye.  Ideas  of  fitness,  of  the 
true,  the  peifect,  and  the  good,  no  less  than  the  idea  of  the  beautiful,  are  the 
archetypes  of  ideals. 

As  immediate  archetypes  between  particular  conceptions  and  universal 
nnd  necessary  ideas,  ideals  constitute  the  foundation  of  endless  progression 
in  the  development  of  the  mental  powers.  Every  new  elevation  which  the 
intelligence  gains  presents  new  conceptions  of  particular  objects,  and  con- 
sequently new  elements  of  thought.  Every  new  element  of  thought  involves 
a  new  ideal,  more  nearly  approaching  the  perfect  and  the  absolute,  and  thus 
lays  the  foundation  for  fresh  activity,  and  further  progress  in  the  mai'ch  of 
mind.  Sometimes,  also,  ideals  degenerate,  and  thus  the  foundation  is  laid 
for  the  backward  movements  of  society.  It  is  hardly  necessary  to  add  that 
the  imagination  is  the  sole  originator  of  ideals.  To  form  such  conceptions 
is  not  a  function  of  reason,  nor  of  the  understanding  or  judgment.  It  re- 
mains, then,  as  the  exclusive  function  of  the  imagination.— Asa  Mahan. 


THE  EDUCATION  OF  THE  MORAL  SENSE,    11 7 


THE  EDUCATION  OF  THE  MORAL  SENSE. 

It  has  been  said  that  ^^  morals  can  be  taught  as  other 
sciences  more  or  less  exact  are  taught,  by  specially  pre- 
pared text-books  and  oral  teaching  adapted  to  different 
ages/^  In  other  words,  according  to  this  writer,  mor- 
als should  be  placed  on  the  same  plane  as  chemistry, 
grammar,  and  geology,  and  we  suppose  he  would  expect 
lessons  to  be  learned  and  recited  in  them  at  stated  times. 
This  would  secure  a  knowledge  of  the  principles  of 
moral  philosophy,  but  it  would  not  be  effective  in  mak- 
ing students  better.  The  object  of  teaching  morals  in 
schools  is  to  make  pupils  good, — to  instil  in  the  young 
mind  a  deep  and  abiding  love  of  the  true  and  the  right 
— ^to  i-nfluence  the  conduct  through  all  after-life.  The 
study  of  the  science  of  dogmatic  theology  or  the  exegesis 
of  the  New  Testament  is  no  more  likely  to  make  good 
men  than  the  study  of  the  science  of  mineralogy  or 
paleontology.  Let  us  take  the  discussion  of  the  ulti- 
mate ground  of  right  as  an  example.  Dr.  Peabody 
claims  that  it  is  ^^  fitness.  ^^  Adam  Smith  held  that 
^^  sympathy  is  its  sole  standard  and  basis/'  A  large  class 
of  philosophers  believe  that  the  Bible  or  the  church  is  the 


Il8     MWD-^TUDIJE^  FOR    Y6VNG  TEACHERS. 

onljT-  guide  we  have  for  determiuing  the  moral  character 
of  any  human  act.  We  may  theorize  and  speculate 
and  not  become  capable  of  better  thinking  and  feeling. 
There  is  no  moral  elevation,  no  uplifting  force,  in  all  this 
investigation.  It  is  right  enough  in  university  halls, 
but  such  dogmatism  has  no  place  in  the  public  school. 
Did  Arnold  teach  morals  by  a  text-book  ?  His  great, 
loving,  sympathetic,  reverent  soul  "  was  impacted  into 
the  very  body  of  all  his  teaching. ^^  When  the  ^^prin- 
cipal thing  about  a  man  is  religion,"^ — in  other  words, 
when  his  soul  is  filled  with  love  to  God  and  his  fellow- 
beings, — he  will  teach  far  more  than  any  text-book  on 
morals,  or  any  formal  religious  instruction,  can  ever  ac- 
complish. 

We  conclude  that  toe  cannot  fix  good  moral  ideas  in 
the  minds  of  pupils  ly  formal  lessons  from  text-hooks. 

The  moral  sense  is  at  first  weak.  An  infant  has  no 
conscientious  scruples  about  appropriating  whatever  it 
happens  to  want,  and  has  but  little  gratitude,  sympathy, 
love,  or  idea  of  right  and  truth  ;  and  is  naturally  selfish, 
greedy,  and  impatient  of  restraint.  These  characteris- 
tics show  themselves  at  an  early  period  in  the  lives  of 
most  children.  The  most  important  question  the  moth- 
er and  teacher  can  answer  is,  What  is  the  first  step 
in  the  moral  education  of  this  human  being  ?  The 
answer  unquestionably  is,  the  education  of  ohedience  to 
the  demands  of  truth. 

Plato  says,  "Truth  is  the  beginning  of  every  good 
thing,  both  in  heaven  and  on  earth. '^  In  the  training 
of  children  nothing  is  easier  than  to  place  before  them 
motives  of  untruthfulness.     A  harsh  voice,  an  accusa- 


THE  EDUCATION  OF   THE  MORAL   SENSE,    II9 

tion,  an  unsympathetic  manner,  and  the  fear  of  pun- 
ishment will  drive  almost  any  child  into  stubborn  un- 
truthfulness, which  very  soon  will  become  settled  into  a 
life-long  habit.  The  greatest  care  is  needed  in  order  to 
fix  the  practice  of  entire  open-heartedness  and  frankness 
in  the  nature.  Suppose  a  child  has  broken  a  china  cup; 
will  he  confess  the  fault  if  he  knows  that  he  is  certain  to 
receive  punishment  for  his  sin  ? 

There  are  few  boys,  Mrs.  Malleson  says,  ^^  made  of  such 
naturally  heroic  stuff  as  the  late  Sir  Henry  Lawrence, 
who,  when  enticed  by  his  school-fellows  to  follow  their 
example  and  throw  a  ball  in  dangerous  proximity  to  a 
forbidden  window,  went  straight  to  his  master,  doubt- 
less amid  roars  of  laughter,  says  his  biographer,  with  ^  1 
have  come  to  say,  sir,  I  have  broken  a  window.^  We 
have  no  right  to  expect  heroism  from  average  young 
creatures  yet  unfledged  in  morality.  ^^ 

Tlie  habit  of  exaggeration  is  very  strong  in  young 
children.  It  is  not  uncommon  for  them  to  say,  ^^  I  saw 
twenty  men  running  down  the  street, ^^  when  there 
might  not  have  been  more  than  three,  at  most  not  more 
than  five. 

The  motives  for  untruthfulness  are  so  many,  it  would 
be  impossible  to  discuss  them  on  this  page,  nor  would 
it  be  profitable  to  do  so.  The  one  important  question 
to  be  answered  by  every  teacher  is,  How  shall  my 
children  be  trained  to  tell  the  truth,  always  f  Herbert 
Spencer^s  answer  is  that  when  a  child  tells  an  untruth, 
refuse  it  credence  for  a  given  period.  Let  it  under- 
stand the  consequences  of  its  sin  in  a  want  of  confidence. 
But  another  and  better  way  is  to  trust  the  child. 


I20      MIND-STUDIES  FOR    YOUNG    TEACHERS. 

Mrs.  Malleson  tells  of  a  little  girl  of  three  or  four  who  found  the  first 
use  of  her  tooth-brush  very  irksome,  and  when  her  mother  asked  her  one 
day  whether  she  had  brushed  her  teeth,  answered  "  Yes"  when  she  had 
neglected  the  duty.  Her  mother  assumed  to  believe  her,  as  a  matter  of 
course;  but  the  child  immediately  woke  to  a  sense  that  she  was  untruthful 
to  her  mother  who  had  trusted  her.  She  straightway  ran  to  her  room  for 
the  duty  she  hated,  and  afterwards  fully  deserved  the  trust  she  had  abused. 
Mrs.  Malleson  also  tells  of  a  cook  who  said  of  her  mistress,  "You  cannot 
tell  lies  to  Mrs. ;  she  always  believes  you."  She  also  quotes  an  inci- 
dent of  Canon  Farrar.  He  said  in  an  address :  *'  At  Harrow  two  boys 
brought  me  exercises  marked  by  the  same  grotesque  mistakes.  It  seemed 
certain  that  those  exercises  could  not  have  been  done  independently.  Both 
boys  assured  me  that  there  had  been  no  copying.  One  whom  I  had  considered 
a  boy  of  high  morale  assured  me  of  this  again  and  again  with  passionate 
earnestness.  I  said  to  him,  '  If  I  were  to  send  up  those  two  exercises  to  any 
jury  in  England,  they  would  say  that  these  resemblances  could  not  be 
accidental,  except  by  something  almost  like  a  miracle.  But  you  both 
tell  me  that  you  have  not  copied.  I  cannot  beheve  you  would  lie  to 
me.  I  must  suppose  that  there  has  been  some  extraordinary  accident.  I 
shall  say  no  more.  Years  after,  that  boy,  then  a  monitor,  said  to  me  •. 
'  Sir,  do  you  remember  that  exercise  in  the  fourth  form  ? '  *  Yes,'  I  said. 
'  Well,  sir,  I  told  you  a  lie.  It  was  copied.  You  believed  me,  and  the  re- 
membrance of  that  lie  has  remained  with  me  and  pained  me  ever  since.'  I 
am  inclined  to  think,"  says  Canon  Farrar,  "  that  boy  was  more  effectually 
taught  and  more  effectually  punished  than  if  I  had  refused  to  accept  his 
protests." 

A  child  must  have  courage.  This  means  more  than 
an  ability  to  defend  one's  self  ;  it  means  strength  to  fol- 
low the  dictates  of  conscie^ice.  It  is  safe  to  say  that 
conscience  rests  on  a  sense  of  oUigation,  How  con- 
science comes  into  our  constitution  cannot  here  be  dis- 
cussed, but  all  children  have  it  to  a  greater  or  less  de- 
gree. The  question  to  be  settled  by  teachers  is,  How 
can  it  be  strengthened  so  as  to  become  dominant  in  the 
human  soul?  We  answer,  by  increasing  the  sense  of 
oUigation,  and  cultivating  courage  to  follow  the  cmn- 
mands  that  our  nature  tells  us  are  iHght, 


INDEX, 


PAGE 

A  BSTRACT  Thinking,  Facul- 

■^^    ties  used  in 57 

Abstraction 58 

New  Facts  in 49 

Methods  of  Developing . .    51 

Affections 91 

and  Desires 44 

Agony 88 

Anecdote  of  Webster 99 

Analysis  of  Imagination 114 

Appetites 91 

Association 46-58 

Association  of  Ideas,  Sully  on    15 

Attention 41 

Objective 35 

Subjective 35 

"DILIOUS  Temperament,...      26 
-'-'    Brown  on  Sensibilities —    88 

Byron.  Quotations  from 89 

pHILb-HFE,  First  Stage. . . . 

^      Second  Stage 105 

Imagination  in 105 

Children,  Clarke  on  Training.    20 
Clarke  on  Educating  the  Per- 
ceptive Powers 47 

on  Training  Children  ...    20 

on  Strength  of  Will 77 

Conception 57 

Haven  on 64 

Conceptive,  Subjective  to  the.    61 

Conclusions,  Drawing 60 

Cultivating  the  Imagination. . .  106 

Curiosity,  a  Mind-incentive 17 

"TkEFINITION  of  Intellect. ...     22 

■^      of  Feelings 22 

of  Judgment 22 

of  Reasoning 22 

of  Sensibility 22 

of  Will 22 

of  Volition 22 

Desires 44,  91 

and  Affections 44 

Development,  Human 11 

First  Stage 9 

Sully  on  Mental 8 

Directions  for  Training  Will. . .     75 

Diseases  of  the  Will 71 

Mental. 80 

Discovery,  Joy  of 19 

Discrimination 45 

Disordered  Memory,  Incidents 

in 82-85 

Drawing  Conclusions,  Spencer    60 

XpARLY  Influences 104 

-^    Education,  Periods  in 12 

Temperaments  in . .    28 

of  the  Moral  Sense 117 

Educating  Perceptive  Powers.     47 

Emotions 44,  88,  91 

Haven  on 44 


page 

Examination,  Self- 97 

Excess  of  Will-power 74 

Experiments  in  Cultivating  the 

Imagination 106 

TRACTS  in  Abstraction 49 

-*-      in  Mind-study 3 

Faculties  in  Abstract  Thinking  57 

Feelings 91 

Defined 23 

First  Lessons  in  Mind-growth.,  10 

Forming  Notions,  Mahan  on. . .  56 

Four  Stages  in  Development. .  11 
Q.E9GRAPHY,    Imagination 

Grief. . " '. '. ". '. '. '.  *. '. '. '.  *  *. ".  *. '. '. '. '  * '. '. '. '.  *.  88 

Growth  of  the  Intellect,  Sully  8 

Growth,  First  Lessons  in  Mind-  10 

Stages  of  Mind- 7 

HABITS  in  Relation  to  the 

Will 77 

Hamilton  on  Recollection 87 

Haven  on  Conception 64 

on  Emotions 44 

on  Sensibilities 88 

on  Sympathy 

HiCKOK  on  Sensibilities 88 

Hints  on  the  Temperaments. . .  29 

History.  Imagination. Ill 

How  to  Study  Mind 1 

Human  Development 11 

TDEAS 21 

^        Association  of 15 

Relation  between 62 

Ideals 115 

Mahan  on 116 

Imagination,  Analysis  of 114 

Experiments  Cultivating  106 

in  Geography 110 

in  History Ill 

in  its  Maturity 110 

in  Primary  Classes 109 

Incentive,  Curiosity  a  Mind- ...  17 

Joy  of  Discovery  a  Mind-  19 

Incentives  of  the  I\Iind 16 

Incidents  Disordered  Memory.82-85 

Influences,  Early 104 

Intellect,  Defined 22 

Growth  of 8 

TOY  of  Discovery. 19 

"     Judgment 58 

Defined 22 

KNOWING  in  Reference  to 

the  Will 69 

Knowledge,  Sensibilities  and. .  5 

True  Order 65 

Kinds  of  Memory 78 

T  ACK  of  Will-power 71 

-■^    Lessons  in  Mind-growth . .  10 

Life,  Child- 105 

Lymphatic  Temperament 27 


122 


INDEX. 


PAGE 

MAHAN  on  Forming  Notions    56 

on  Ideals 116 

on  Sensibility 88 

Maturity,  Imagination  in 113 

McCosH  on  Powers  of  the  Mind    23 

Memory  57 

Kinds  of 13,78 

Value  of  a  Verbal 14 

Incidents  in  Disordered. 82-85 

One  Kind  often  Wanting    79 

Mental  Development,  Sully  on  8 

Diseases. . . ; 80 

What  Teachers  sbouldDo  81 
Methods  of  Training  the  Sensi- 
bilities   97 

Mind,  How  to  Study 1 

An  Outline  of 4 

Reached  through  Senses.  13 

Study,  A  Few  Facts  in. . .  3 

A  Few  Questions  in 3, 93 

Growth,  Stages  of 7 

First  Lessons  in 10 

Incentives 16 

Incentive,  Curiosity  a 17 

Powers  of  the 23 

Moral  Sense,  Education  of.  ...  117 
Morality,  Relation  of  Sensibil- 
ities to 101 

Motives 43 

I^ERVOUS  Temperament. . .  25 

-'-^  Notions,MAHAN  on  Forming  56 

QBJECTIVE  Attention 35 

^-^    Order  of  Knowledge 65 

Outline  of  the  Mind 4 

of  the  Sensibilities 88 

PERCEPTIVE  Powers 47 

^      Perfect  Teacher,  The 96 

Perception 45 

Periods  in  School  Education. . .  12 

Personating 109 

Power,  Excess  of  Will- 74 

Lack  of  Will- 71 

Powers  of  the  Mind,  McCosh.  23 

Primary  Classes,  Imagination.  109 

Principles,  A  Few  Settled 21 

Propensities 91 

QUALITIES 55 
Questions  in  Mind-study.  .3,  93 

Quotation  from  Bj^ron 89 

T>EASON.  The 59 

-^^    Reasoning  Defined 22 

Recollecting 46 

Recollection,  Hamilton  on  —  87 

Reflection 58 

Relations  between  Ideas 62 

Relation    of     Sensibilities    to 

Knowledge  and  Will.   70 

of  Sensibilities  to  Morality  101 

Remorse. 88 

SANGUINE  Temperament...  26 

School  Education,  Periods  12 


PAGE 

Second  Stage  in  Child-life 105 

Self-examination 97 

Selfishness — Sympathy 102 

Sense,  Education  of  the  Moral.  117 

Senses,  Training  the 33-39 

Mind  Reached  through . .  13 

Sensibility  Defined 22 

Sensibilities,  Naming  of  the. . .  96 

Methods  of  Tiaining  the.  97 

Relation  to  Morality 101 

Relation  of  Knowledge. .  70 

in  Relation  to  the  Will..  91 

An  Outline 88 

Brown  on 88 

Upham  on 70 

Haven  on 88 

Sensibilities,  Hickok  on 88 

Mahan  on 88 

Spencer  on  Drawing  Conclu- 
sions.   60 

Stages  of  Mind-growth 7 

Strength  of  Will,  Clarke  on . .  77 

Study,  How  to  Study  Mind  ...  1 

Subjective  to  the  Conceptive. .  61 

Attention 35 

Suggestions   on  Training  the 

Senses 36 

Sully  on  Mental  Development  8 

on  Growth  of  Intellect..  8 

on  Association  of  Ideas. .  15 

Sympathy— Selfishness 89, 102 

Haven  on 100 

'TREACHER,  A  Perfect 96 

■^     Teachers,  Hints  to 29 

Temperaments 24 

Bilious 26 

Lymphatic 27 

Nervous 25 

Sanguine 26 

HiCKOK  on 32 

in  Education 28 

Hints  to  Teachers 29 

Training  the  Senses 37-39 

Children,  Clarke  on 20 

Thinking,  Abstract 57 

TTPHAM  on  Early  Influences.  104 

^       on  the  Sensibilities 70 

T7ALUE  of  a  Verbal  Memory.  14 

^      Verbal  Memory,  Value  of  14 

Volition  Defined 22 

WEBSTER,  an  Anecdote  of.  99 

Will 65 

Defined 22 

Directions  in  Training ...  75 

Diseases  of —  71 

Knowing  in  Reference  to  69 

Power,  Book  of 71 

Excess  of 74 

Relation  of  Sensibilities  70, 91 

Relation  of  Habits  to 77 

Strength  of,  CI/Arke  on. .  77 


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METHODS  OF  TEACHING. 
Calkins'  Ear  and  "Voice  Training,  -  -  -  -  cl.  .50  .40  .05 
Dewey's  How  to  Teach  Munnere,  -  -  -  -  cl.  .50  .40  .05 
Johnson's  Education  by  Doing,  -  -  -  -  cl.  .75  .60  .05 
Partridge's  Quincy  Methods,  -----  cl.  1.75  1.40  .13 
Shaw  and  Donnell's  School  Devices,-  -  -  -  cl.  1.35  1.00  .09 
Seeley's  Grrube  Mettiod  of  Teaching  Arithmetic,  -  cl.  1.00  .80  .07 
Seeley's  Grube  Idea  in  Teaching  Arithmetic,  -  -  cl.  .30  .24  .03 
Woodhull's  Easy  Experiments  in  Science,  -  -  cl.  .50  .40  .05 
Gladstone's  Object  Teaching,  -  -  -  -  -paper  .15  .12  .01 
McMurray's  How  to  Conduct  the  Recitation,-      -paper     .15     .1^    .01 

MANUAL  TRAINING. 
Love's  Industrial  Education,     -      -       -      -       -    cl.      1.50   1.20    .13 
Leland's  Practical  Education,    -       -       -       -       -    cl.      3.00   1.60    .10 
Batler's  Argument  for  Manual  Training,        -       -paper    .15     .12    .01 

MISCELLANEOUS. 

Blaikies  on  Self  Cuture,      ------    cl  .35     .20  .03 

Gardner's  Town  and  Country  School  Buildings,     -    cl.  3.50  2.00  .13 

Wilhelm's Student's  Calendar,   -       -       -       -       -paper    .30     .24  .03 

Pooler's  N.  Y.  School  Law,  -       -----    cl.  .30     .24  .03 

Rissehart's  System  of  Education,      -       -       -       -    cl.  .35     .20  .03 

Lubbock's  Best  100  Books,  -       -       -       -       -       -paper    .30     .16  .03 

Allen's  Temperament  in  Education,         -       -       -   cl.  .50     .40  .05 

l^itch's  Improvement  in  Education,  -       -       -       -paper  .15     .12  .01 

Augsburg's  Easy  Thmgs  to  Draw,    -----  paper  .30     .24  .03 

PRINCIPLES  AND  PRACTICE  OF  EDUCATION. 

Parker's  Talks  on  Teaching,      -      -       -       -      -    cl.  1.35   1.00  .09 

"        Practical  Teacher,       -       -       -       -       -    cl.  150   1.20  .U 

Fitch's  Lectures  on  Teaching,  -----    cl.  1.35   1.00  pd. 

Currie's  Early  Education,  ------    cl.  1.35   1  00  .08 

Hughes'  Mistakes  in  Teaching,  -----    cl.  .50     .40  .05 

"       Securing  and  Retaining  Attention,    -       -    cl.  .50     .40  .05 

South  wick's  Quiz  manual  of  Teaching     -       -       -    cl.  .75     .60  .09 

Fitch's  Art  of  Questioning,        _       -       _       -       -paper  .15     .12  .01 

"          "       Securing  Attention     -       -       -       -paper  .15     .12  01 

O nick's  How  to  Train  the  Memory,  -       -       -       -paper  .15     .12  .01 

tonge*3  Practical  Work  ip  School,  -      ^      ^      -paper  .15     .12  ,01 


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Dewefs  How  to  Teach  Manners  in  the 

School-Room.  By  Mrs.  Julia  M.  Dewey,  Principal  of  the 
Normal  School  at  Lowell,  Mass.,  formerly  Supt.  of  Schools 
at  Hoosick  Falls,  N.  Y.  Cloth,  16mo,  104  pp.  Price,  50 
cents;  to  teacJiers,  40  cents;  by  mail,  5  cents  extra. 

Many  teachers  consider  the  manners  of  a  pupil  of  little  impor- 
tance so  long  as  he  is  industrious.  But  the  boys  and  girls  are  to 
be  fathers  and  mothers;  some  of  the  boys  will  stand  in  places  of 
importance  as  professional  men,  and  they  will  carry  the  mark  of 
ill-breeding  all  their  lives.  Manners  can  be  taught  in  the  school- 
room: they  render  the  school-room  more  attractive;  they  banish 
tendencies  to  misbehavior.  In  this  volume  Mrs.  Dewey  has  shown 
how  manners  can  be  taught.  The  method  is  to  present  some  fact 
of  deportment,  and  then  lead  the  children  to  discuss  its  bearings; 
thus  they  learn  why  good  manners  are  to  be  learned  and  practised. 
The  printing  and  binding  are  exceedingly  neat  and  attractive." 

OUTLINE    OF 

Introduction. 

General  Directions. 

Special  Directions  to  Teachers. 


Lessons  on  Manners  for  Youngest 

Pupils. 
Lessons  on  Manners  —  Second  Two 

Years. 
Manners  in  School— First  Two  Years. 

"  "  Second       " 

Manners  at  Home— First  " 

"  "  Second        " 

Muiners  in  Public— First  " 

'*  "  Second        " 


CONTENTS. 

Table  Manners— First  Two'Years. 

"         "  Second        " 

Lessons  on  Manners  for  Advanced 

Pupils. 
Manners  in  School. 
Personal  Habits. 
Manners  in  Public. 
Table  Manners. 
Manners  in  Society. 
Miscellaneous  Items. 
Practical  Training  in  Manners. 
Suggestive    Stories,    Fables,    Anec- 
dotes, and  Poems. 
Memory  Gems. 


Central  School  Journal.— "  It  furnishes  illustrative  lessons." 
Texas  School  Journal.—"  They  (the  pupils)  will  carry  the  mark  of  ill- 
breeding  all  their  lives  (.unless  taught  otherwise)." 

Pacific  Ed.  Journal.—"  Principles  are  enforced  by  anecdote  and  conver- 
sation." 
Teacher's  Exponent.— "We  believe  such  a  book  will  be  very  welcome." 
National  Educator.—  "  Common-sense  suggestions." 
Ohio  Ed.  Monthly.—"  Teachers  would  do  well  to  get  it." 
Nebraska    Teacher.—"  Many  teachers  consider  manners  of  little  im- 
portanco.  but  some  of  the  boys  will  stand  in  places  of  importance." 
School  Educator.— "  The  spirit  of  the  author  is  commendable." 
School  Herald.—"  These  lessons  are  full  of  suggestions." 
Va.  School  Journal.— "  Lessons  furnished  in  a  delightful  style." 
Miss.  Teacher.—"  The  best  presentation  we  have  seen." 
Ed.  Courant.— "  It  is  simple,  straightforward,  and  plain." 
Iowa  Normal  Monthly.—"  Practical  and  well-arranged  lessons  on  man- 
ners." 

Progressive  Educator.—"  Will  prove  to  be  most  helpful  to  the  teacher 
v/J}o  desires  her  pupils  to  be  well-mannered," 


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14:  E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

FitcKs  Lectures  on  Teaching^ 

Lectures  on  Teaching.  By  J.  G.  Fitch,  M.A.,  one  of  Her 
Majesty's  Inspectors  of  Schools.  England.  Cloth,  16mo, 
395  pp.   Price,  $1.25  ;  to  teachers,  $1.00  ;  by  mail,  postpaid. 

Mr.  Fitch  takes  as  his  topic  the  application  of  principles  to 
the  art  of  teaching  in  schools.  Here  are  no*  vague  and  gen- 
eral propositions,  but  on  every  page  we  find  the  problems  of 
the  school-room  discussed  with  definiteness  of  mental  grip. 
No  one  who  has  read  a  single  lecture  by  this  eminent  man 
but  will  desire  to  read  another.  The  book  is  full  of  sugges- 
tions that  lead  to  increased  power. 

1.  These  lectures  are  highly  prized  in  England. 

2.  There  is  a  valuable  preface  by  Thos.  Hunter,  President 
of  N.  Y.  City  Normal  CoUege. 

3.  The  volume  has  been  at  once  adopted  by  several  State 
Reading  Circles. 

EXTRACT  FROM  AMERICAN  PREFACE. 
"Teackers  everywhere  among  English-speaking  people  have  hailed 
Mr.  Fitch's  work  as  an  invaluable  aid  for  almost  every  kind  of  instruc- 
tion and  school  organization.  It  combines  the  theoretical  and  the  prac- 
tical ;  it  is  based  on  psychology ;  it  gives  admirable  advice  on  every- 
thing connected  with  teaching— from  the  furnishing  of  a  school-room 
to  the  preparation  of  questions  for  examination.  Its  style  is  singularly 
clear,  vigorous  and  harmonious." 

Chicago  Intelligence.— "  All  of  its  discussions  are  based  on  sound 
psychological  principles  and  give  admirable  advice." 

Virginia  Educational  Journal.— "  He  tells  what  he  thinks  so  as  to 
be  helpful  to  all  who  are  striving  to  improve." 

Lynn  Evening  Item.—"  He  gives  admirable  advice." 

Philadelphia  Record.—"  It  is  not  easy  to  imagine  a  more  useful  vol- 
ume." 

Wilmington  Every  Evening.—"  The  teacher  will  find  In  it  a  wealth 
of  help  and  suggestion." 

Brooklyn  Journal.—"  His  conception  of  the  teacher  is  a  worthy  idea, 
for  all  to  bear  in  mind." 

New  England  Journal  of  Education :  "  This  is  eminently  the  work  ol 
a  man  of  wisdom  and  experience.  He  takes  a  broad  and  comprehensive 
view  of  the  work  of  the  teacher,  and  his  suggestions  on  all  topics  are 
worthy  of  the  most  careful  consideration." 

Brooklvn  Eaffle:  "An  invaluable  aid  for  almost  every  kind  of  in- 
struction and  school  organization.  It  combines  the  theoretical  and  the 
practical ;  it  is  based  on  psychology ;  it  gives  admirable  advice  on  every- 
thing connected  with  teaching,  from  the  furnishing  of  a  school-room  to 
the  preparation  of  questions  for  examination." 

Toledo  Blade :  "It  is  safe  to  say,  no  teacher  can  lay  claim  to  being 
well  informed  who  has  not  read  this  admirable  work.  Its  appreciation 
is  shown  by  its  adoption  by  several  State  Teachers'  Reading  Circles,  a^ 
a  work  to  be  thoroughly  read  by  its  members." 


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18  B.  L.  :e:ellogo  <&  co.,  new  tork  &  Chicago, 

. .. — - — . ■ — — — — ■* 

Hu^'hes  0\4istakes  in  Teaching, 

By  James  J.  Hughes,  Inspector  of  Schools,  Toronto,  Canada. 
Cloth,  16mo,  115  pp.  Price,  50  cents;  to  teachers,  40  cents; 
by  mail,  5  cents  extra. 

Thousands  of  copies  of  the  old 
edition  have  been  sold.  The  new 
edition  is  worth  double  the  old; 
the  material  has  been  increased, 
restated,  and  greatly  improved. 
Two  new  and  important  Chapters 
have  been  added  on  "Mistakes  in 
Aims,"  and  ''Mistakes  in  Moral 
Training.*'  Mr.  Hughes  says  in  hia 
preface:  ''In  issuing  a  revised  edi- 
tion of  this  book,  it  seems  fitting  to 
acknowledge  gratefully  the  hearty 
appreciation  that  has  been  accorded 
it  by  American  teachers.  Realiz- 
ing as  I  do  that  its  very  large  sale 
indicates  that  it  has  been  of  service 
1  to  many  of  my  fellow-teachers,  I 
,  have  recognized  the  duty  of  enlarg- 
ing and  revising  it  so  as  to  make  it 
still  more  helpful  in  preventing 
James  L.  Hughes,  Inspector  of  the  common  mistakes  in  teaching 
Schools,  Toronto,  Canada.         ^^^  training.  '* 

This  is  one  of  the  six  books  recommended  by  the  N.  Y.  State 
Department  to  teachers  preparing  for  examination  for  State  cer- 
tificates. 

CAUTION. 

Our  new  authorized  copyright  edition,  entirely  rewritten  by 
ihe  authm\  is  the  only  one  to  buy.  It  is  beautifully  printed  arid 
handsomely  bound.     Get  no  oth&r. 

CONTENTS  OF  OUR  NEW  EDITION. 

Chap.     I.    7  Mistakes  in  Aim. 
Chap.    II.  21  Mistakes  in  School  Management. 
Chap.  III.  24  Mistakes  in  Discipline. 
Chap.  IV.  27  Mistakes  in  Method. 
Chap.    V.  13  Mistakes  in  Moral  Training. 
'  Chaps.  I.  and  F.  are  entirely  new. 


^:..:b>    ^--^^^ 


§feMf>  ALL  6ilt>aR§  f6 

to    B.  L.  KELLOGG  <&  CO.,  NEW  YOBK  &  CHICAGO. 

Hughes  Securing  and  Retaining  Atten- 

TioN.  By  James  L.  Hughes,  Inspector  Schools,  Toronto, 
Canada,  author  of  **  Mistakes  in  Teaching."  Cloth,  116  pp. 
Price,  50  cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 

This  valuable  little  book  has  already  become  widely  known  to 
American  teachers.  Our  new  edition  has  been  almost  entirely 
re-written,  and  several  new  important  chapters  added.  It  is  the 
only  AUTHORIZED  COPYRIGHT  EDITION.     Cautiou. — Buy  no  other. 

WHAT    IT   CONTAINS. 

I.  General  Principles;  II.  Kind*  of  Attention;  III.  Characteristics  of  Good 
Attention ;  IV.  Conditions  of  Attention ;  V.  Essential  Characteristics  of  the 
Teacher  in  Securing  and  Retaining  Attention;  VI.  How  to  Control  a  Class; 
VII.  Methods  of  Stimulating  and  Controlling  a  Desire  for  Knowledge;  VIII. 
How  to  Gratify  and  Develop  the  Desire  for  Mental  Activity;  IX.  Distracting 
Attention;  X.  Training  the  Power  of  Attention;  XI.  General  Suggestions 
regarding  Attention. 

TESTIMONIALS. 

S.  P.  Robbins,  Pres.  McGill  Normal  School,  Montreal,  Can.,  writes  to  Mr. 
Hughes:— "It  is  quite  superfluous  for  me  to  say  that  your  little  books  are 
admirable.  I  was  yesterday  authorized  to  put  the  '  Attention  '  on  the  list 
of  books  to  be  used  in  the  Normal  School  next  year.  Crisp  and  attractive 
in  style,  and  mighty  by  reason  of  its  good,  sound  common-sense,  it  is  a 
book  that  every  teacher  should  know." 

Popular  Educator  (Boston):—"  Mr.  Hughes  has  embodied  the  best  think- 
ing of  W5s  life  in  these  pages." 

Central  School  Journal  (la.).— "Though  published  four  or  five  years 
since,  this  book  has  steadily  advanced  in  popularity." 

Educational  Courdnt  (Ky.).— "It  is  intensely  practical.  There  isn't  a 
mystical,  muddy  expression  in  the  book." 

Educational  Times  (England).—"  On  an  important  subject,  and  admir 
ably  executed." 

School  Guardian  (England).—"  We  unhesitatingly  recommend  it." 

New  England  Journal  of  Education— " The  book  is  a  guide  and  a 
manual  of  special  value." 

New  York  School  Journal.— '*  Every  teacher  would  derive  benefit  from 
reading  this  volume." 

Chicago  Educational  Weekly.—"  The  teacher  who  aims  at  best  suo^ 
cess  should  study  it." 

Phil.  Teacher.—"  Many  who  have  spent  months  in  the  school-room  would 
be  benefited  by  it." 

Maryland  School  Journal.—"  Always  clear,  never  tedious." 

Va,  Ed.  Journal.— "Excellent  hints  as  to  securijig  attention." 

Ohio  Educational  Monthly.—"  We  advise  readers  to  send  for  a  copy." 

Pacific  Home  and  School  Journal.—"  An  excellent  little  manual." 

Prest.  James  H.  Hoose,  State  Normal  School,  Cortland,  N.  Y.,  says:— 
"  The  book  must  prove  of  great  benefit  to  the  profession." 

Supt.  A.  W.  Edson,  Jersey  City,  N.  J.,  says:—"  A  good  treatise  has  long 
been  needed,  and  Mr.  Hughes  has  supplied  the  want." 


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SO     J7.  L.  KELLOGG  &  CO.,  NEW  YORK  db  CHICAGO, 

T^atridges  ""  Quincy  0\4ethodsy 

The  "  Quincy  Methods,"  illustrated ;  Pen  photographs  from 
the  Quincy  schools.     By  Lelia  E.  Patridge.    Illustrated 
with  a  number  of  engravings,  and  two  colored  plates. 
Blue  cloth,  gilt,  12mo,  686  pp.    Price,  $1.75  ;  to  teachers^ 
$1.40  ;  by  mail,  13  cents  extra. 
When  the  schools  of  Quincy,  Mass.,  became  so  famous 
under  the  superintendence  of  Col.  Francis  W.  Parker,  thou- 
sands of  teachers  visited  them.     Quincy  became  a  sort  ol 
"  educational  Mecca,"  to  the  disgust  of  the  routinists,  whose 
schools  were  passed  by.      Those   who   went  to  study   the 
methods  pursued  there  were  called  on  to  tell  what  they  had 
seen.    Miss  Patridge  was  one  of  those  who  visited  the  schools 
of  Quincy ;  in  the  Pennsylvania  Institutes  (many  of  which 
she  conducted),  she  found  the  teachers  were  never  tired  ol 
being  told  how  things  were  done  in  Quincy.    She  revisited 
the  schools  several  tunes,  and  wrote  down  what  she  saw  ;  then 
the  book  was  made. 

1.  This  book  presents  the  actual  practice  in  the  schools  of 
Quincy.    It  is  composed  of  "  pen  photographs." 

2.  It  gives  abundant  reasons  for  the  great  stir  produced  by 
the  two  words  "  Quincy  Methods."  There  are  reasons  for  the 
discussion  that  has  been  going  on  among  the  teachers  of  late 
years. 

3.  It  gives  an  insight  to  priaciples  underlying  real  educa- 
tion as  distinguished  from  book  learning. 

4.  It  shows  the  teacher  not  only  what  to  do,  but  gives  the 
way  in  which  to  do  it. 

5.  It  impresses  one  with  the  spirit  of  the  Quincy  schools. 

6.  It  shows  the  teacher  how  to  create  an  atmosphere  of  hap« 
piness,  of  busy  work,  and  of  progress. 

7.  It  shows  the  teacher  how  not  to  waste  her  time  in  worry' 
ing  over  disorder. 

8.  It  tells  how  to  treat  pupils  with  courtesy,  and  get  cour- 
tesy back  again. 

9.  It  presents  four  years  of  work,  considering  Number, 
Color,  Direction,  Dimension,  Botany,  Minerals,  Form,  Lan- 
guage, Writing,  Pictures,  Modelling,  Drawing,  Singing, 
Geography,  Zoology,  etc.,  etc. 

10.  There  are  686  pages;  a  large  book  devoted  to  the  realities 
of  school  Ufe,  in  realistic  descriptive  language.  It  is  plain, 
real,  not  abstruse  and  unintei^esting. 

11.  It  gives  an  insight  into  real  education,  the  eduoatioF 
urged  by  Pestalozzi,  FroebeJ*  jili*nn«jpage,  Parker,  etc. 


SBND  ALL  ORDfiRS  TO 

E.  L,  KELLOGG  <&  CO.,  NEW  YORK  &  GHIGAOO.   Sa 

Reception  Day.    6  3^os. 

A  collection  of  fresh  and  original  dialogues,  recitations,  decla- 
mations, and  short  pieces  for  practical  use  in  Public  and 
Private  Schools.     Bound  in  handsome  new  paper  cover,  160 
pages  each,  printed  on  laid  paper.     Price,  80  cents  each;  U 
,      teachers,  24  cents;  by  mail,  3  cents  extra. 

The  exercises  in  these  books  bear  upon  education;  have  a  rela. 

tion  to  the  school-room. 

1.  The  dialogues,  recitations,  and  declamations  gathered  in 

this  volume  being  fresh,  short, 

J  comprehended,  are 

3  average  scholars 

2.  They  have  mainly  been  used 
f  by   teachers    for    actual    school 

xei 

3.  They  cover  a  different  ground 
i  from  the  speeches  of  Demosthenes 
I  and  Cicero — which  are  unfitted 
:  for  boys  of  twelve  to  sixteen 
I  years  of  age. 

\     4.  They  have  some  practical  in- 
i  terest  for  those  who  use  them. 

5.  There  is  not  a  vicious  sen- 
;  tence  uttered.     In  some  dialogue 

books  profanity  is  found,  or  dis- 
i  obedience  to  parents  encouraged, 
;  or  lying  laughed  at.  Let  teachers 
i  look  out  for  this. 

6.  There  is  something  for  the 
youngest  pupils. 

7.  *' Memorial  Day  Exercises"  for  Bryant,  Garfield,  Lincoln, 
etc.,  will  be  found. 

8.  Several  Tree  Planting  exercises  are  included. 

9.  The  exercises  have  relation  to  the  school-room,  and  bear 
upon  education. 

10.  An  important  point  is  the  freshness  of  these  pieces.  Most 
of  them  were  written  expressly  for  this  collection,  and  can  be 
found  nowhere  else. 

Boston  Journal  of  Education.— "  It  is  of  practical  value." 
Detroit  Free  Press.—"  Suitable  for  public  and  private  schools." 
Western  Ed.  Journal.—"  A  series  of  very  good  selections." 


New  Cover. 


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K  L.  KELLOaa  &  CO.,  NEW  YORK  &  CHICAGO. 


PSYCHOLOGY  AND  EDUCATION. 

Welch's  Teachers' Psycholo^^y,  -      -       -       -       -    c\  1.25 

*'        Talks  on  Psychology,  -       -       -       -       -    c1.  .50 

Allen's  Mind  Studies  for  Young  Teachers,      -       -    cl.  .50 

Perez's  First  Three  Years  of  Childhood,  -       -       -    cl.  1.50 

Allen's  Temperament  in  Education,       -      -       -    cl.  .50 

PSINCIPLES  OF  EDUCATION. 

■Rissehart's  Principles  of  Eduation,  -       -       -       -    cl.  .25 
Payne's  Lectures  on  Science  and  Art  of  Eduation,    cl.      Sl.OO 

Tate's  Philosophy  of  Education,       -       -       -       -    cl.  1.50 

Teachers'  Manual  Series     -       -      -       -        each,  paper  .15 

Huntington's  Unconscious  Tuition,  _       -       _       -  paper  .15 

Carter's  Artificial  Stupidity  in  School,     -       -       -paoer  .15 

PEIMARY  EDUCATION. 

Augsburg's  Easy  Things  to  Dmw,    -_-      -      -paper 

-  cl. 

-  cl. 

-  cl. 

-  cl. 

-  cl. 

-  cl. 

-  paper 

-  cl. 
cl. 
cl. 


Augsburg's  Easy  Drawings  for  Geog.  Class, 
Ourrie's  Early  Education,  ----- 
Parker's  Talks  on  Teaching,      -       -       -       - 
Partridge's  Quincy  Methods,     -       -       -       - 
Perez's  First  Three  Years  of  Childhood,  - 
Calkins'  Ear  and  Voice  Training       -       _       - 
Gladstone's  Object  Teaching,    -       -       -       - 
.fohnson's  Education  by  Doing,-       -       _       - 
Seeley's  Grube  Metho-^  of  Teaching  Arithmetic, 
Seeley's  Grube  Idea  in  Primary  Arithmetic,  - 

QUESTION  BOOKS  FOR  TEACHERS. 
Shaw's  National  Question  Book,        _      -       _       _ 
N.  Y.  State  Examination  Questions,- 
Analytical  Question  Series.    Geography, 

"  '*  **         TT.  S.  History  Series,  - 

"  "  "         Grammar,  - 

Southwick's  Quiz  Manual  of  the  Theory  and  Prac- 
tice of  Teaching,      ------ 

SCHOOL  MANAGE2IENT. 

Kellogg's  School  Management,  -       -      -       -       -    cl. 
Hughes' How  to  Keep  Order,    -       -       -       -       -paper 
Sidgrwlck's  Stimulus  in  School,  -       -      -       -       -paper 

SCHOOL  HYGIENE. 
Groflf's  School  Hygiene,      -      -      -      - 


cl. 
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.33  .03 

pd. 

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.60  .05 
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-paper    .15     .13    .01 


5.00 


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pd. 


.10 


SCHOOL  APPARATUS. 

*  Standard  "  Manikin.    (Sold  by  subscription.) 

"  Man  Wonderful "  Manikin,      ----- 

Standard  Blackboard  Stencils,  500  different  nos., 

from  5  to  50  cents  each.    Send  for  special  list. 
*'  Unique "  Pencil  Sharpener,     -       -       -       _       _ 
Standard  Physician's  Manikin.    (Sold  by  subscrip- 
tion.) 

SINGING  AND  DIALOGUE  BOOKS. 
^•'outhwick's  Handy  Helps,  ------    cl. 

Song  Treasures,    --------  paper 

Reception  Day  Series,  (8  Nos.)    -       -       -       each,  paper 

^^  64-page  descriptive  catalogue  of  these  books  free  to  any  address. 
Large  123-page  descriptive  catalogue  of  all  best  educational  books  pub- 
lished, with  prices  and  special  rates  to  teachers,  6  cents. 


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HiJND  ALIi  ORDERS  TO 

8     :e.  l.  kelloqq  &  co.,  ne  w  tobk  &  Chicago, 

—  _ — __^ 

Aliens  Temperament  in  Education. 

With  directions  concerning  How  TO  Become  A  Successful 

Teacher.    By  Jerome  Allen,  Ph.D.,  Author  of  "Mind 

Studies  for  Young  Teachers,"  etc.     Cloth,  16mo.     Price,  50 

cents,  to  teachers,  40  cents ;  by  mail,  5  cents  extra. 

There  is  no  book  in  the  English  language  accessible  to 

students  on  this  important  subject,  yet  it  is  a  topic  of  so  much 

importance  to  all  who  wish  to  become  better  acquainted  with 

themselves  that  ^its  suggestions  will  find  a    warm  welcome 

everywhere,  especially  by  teacheis.  "  The  value  of  the  book  will 

be  readily  seen  by  noticing  the  subjects  discussed. 

CONTENTS  :~How  we  can  know  Mmd— Native  Characteristics  of 
Children— How  to  Study  Ourselves— The  Sanguine  Temperament— The 
Bilious  Temperament— The  Lymphatic  Temperament— The  Nervous 
Temperament— Physical  Characteristics  of  each  Temperament :  Tabula- 
ted—The best  Temperament— How  to  Conduct  Self  Study— Many  Per- 
sonal Questions  for  Students  of  Themselves— How  to  Improve— Specific 
Directions— How  to  Study  Children— How  Children  are  Alike,  How 
Different— Facts  in  Child  Growth :  Tabulated  and  Explained— How  to 
Promote  Healthy  Child  Growth,  Full  directions  concerning  how  to 
treat  temperamental  differences.  How  to  effect  change  in  tempera- 
ment. 

Under  "How  to  Become  A  Successful  Teacher,"  the 
following  topics  are  discussed :  **  What  books  and  papers  to 
read."—"  What  schools  to  visit."—"  What  associates  to  select." 
— "  What  subjects  to  study."—"  How  to  find  helpful  critics."— 
"How  to  get  the  greatest  good  from  institutes."— "  Shall  I 
attend  a  Normal  school  ?  "  *^How  to  get  a  good  and  perman- 
ent position?"  "How  to  get  good  pay?"  "How  to  grow  a 
better  teacher  year  after  year."  "Professional  honesty  and 
dishonesty."—"  The  best  and  most  enduring  reward." 


Blaikies  Self  Culture, 


By  John  Stuabt  Blaikie.  16mo,  64  pp.,  limp  cloth.  Price,  25 
cents ;  to  ieacherSy  20  cents ;  by  mail,  3  cents  extra. 

Three  invaluable  practical  essays  on  the  Culture  of  the  Intel- 
lect, on  Physical  Culture,  on  Moral  Culture.  In  its  64  pages  this 
little  volume  contains  a  vast  amount  of  excellent  advice.  It  will 
help  hundreds  of  young  teachers  to  make  a  right  start,  or  set 
them  right  if  they  are  on  the  wrong  track.  Although  published 
expressly  for  teachers,  it  will  prove  profitable  reading  for  all,  no 
matter  what  their  calling,  who  wish  to  improve — and  who  does 
not?  As  a  part  of  a  course  of  reading,  some  such  book  is  invalu- 
able, and  should  be  read  over  and  over  again.  Mr.  Blaikie's  book, 
in  its  present  form,  is  so  neat  yet  cheap,  that  it  ought  to  be  read 
by  every  young  teacher  in  the  country,  and  to  be  on  every  read- 
ing-circle list.  It  is  to  be  a  prominent  book  on  the  new  profes- 
sional course  of  reading  for  teachers. 

Nicely  printed,  with  side-heads  and  bound  in  limp  cloth. 


SKKD  ALL  ORDERS  TO 

E.  I.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO.     9 

Brownings  Educational  Theories. 

By  Oscar  Browning,  M.A.,  of  King's  College,  Cambridge, 

Eng.     No.  8  of  Redding  Circle  Library  Series.     Cloth,  16mo, 

237  pp.     Price,  50  cents;   to  teachers,  40  cents;  by  mail,  5 

cents  extra. 

This  work  has  been  before  the  public  some  time,  and  for  a 

general  sketch  of  the  History  of  Education  it  has  no  superior. 

Our  edition  contains  several  new  features,  making  it  specially 

valuable  as  a  text-book  for  Normal  Schools,  Teachers'  Classes, 

Reading  Circles,  Teachers'  Institutes,  etc. ,  as  well  as  the  student 

of  education.     These  new  features  are:  (1)  Side-heads  giving  the 

subject  of  each  paragraph;  (2)  each  chapter  is  followed  by  an 

analysis;   (3)  a  very  full  new  index;   (4)  also  an  appendix  on 

**  Froebel,"  and  the  *'  American  Common  School." 

OUTLINE  OF  CONTENTS. 

I.  Education  among  the  Greeks — Music  and  Gymnastic  Theo- 
ries of  Plato  and  Aristotle;  II.  Roman  Education — Oratory;  III. 
Humanistic  Education;  IV.  The  Realists — Ratich  and  Comenius; 
V.  The  Naturalists  —  Rabelais  and  Montaigne;  VI.  English 
Humorists  and  Realists— Roger  Ascham  and  John  Milton;  VII. 
Locke;  VIII.  Jesuits  and  Jansenists ;  IX.  Rousseau;  X.  Pes- 
talozzi;  XI.  Kant,  Fichte,  and  Herbart;  XII.  The  English  Pub- 
lic School ;  XIII.  Froebel ;  XIV.  The  American  Common 
School. 

PRESS  NOTICES. 

Ed.  Courant.— -"  This  edition  surpasses  others  in  its  adaptability  to  gen- 
eral use." 

Col.  School  Journal.— "Can  be  used  as  a  text-book  in  the  Histoiy  of 
Education." 

Pa.  Ed.  News.—"  A  volume  that  can  be  used  as  a  text-book  on  the  His- 
tory of  Education." 

School  Education,  Minn.—"  Beginning  with  the  Greeks,  the  author  pre- 
sents a  brief  but  clear  outline  of  the  leading  educational  theories  down  to 
the  present  time." 

Ed.  Review,  Can. — "A  book  like  this,  introducing  the  teacher  to  the  great 
minds  that  have  worked  in  the  same  field,  cannot  but  be  a  powerful  stimulus 
to  him  in  his  work." 


SfiNB  ALL  ORDfiRS  TO 

10    E.  L,  KELLOGG  iSi  CO.,  NEW  YORK  &  CHIGAOO. 


Calkins    Ear  and  Voice   Training  by 

Means  of  Elementary  Sounds  op  Language.  By  N.  A. 
Calkins,  Assistant  Superintendent  N.  Y.  City  Schools ; 
author  of  "Primary  Object  Lessons,"  "Manual  of  Object 
Teaching,"  "  Phonic  Charts,"  etc.  Cloth.  16mo,  about  100 
pp.  Price,  50  cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 
An  idea  of  the  character  of  this  work  may  be  had  by  the  fol- 
lowing extracts  from  its  Preface  : 

"  The  common  existence  of  abnormal  sense  perception  among  school 
children  is  a  serious  obstacle  in   teaching.     This  condition  is  most 

obvious  in  the  defective  perceptions 
of  sounds  and  forms.  It  may  be 
seen  in  the  faulty  articulations  in 
speaking  and  reading;  in  the  ina- 
bility to  distinguish  musical  sounds 
readily ;  also  in  the  common  mis- 
takes made  in  hearing  what  is 
said.  .  .  . 

"Careful  observation  and  long 
experience  lead  to  the  conclusion 
that  the  most  common  defects  in 
sound  perceptions  exist  because  of 
lack  of  proper  training  in  childhood 
to  develop  this  power  of  the  mind 
into  activity  through  the  sense  of 
hearing.  It  becomes,  therefore,  a 
^  matter  of  great  importance  in  edu- 
cation, that  in  the  training  of  chil- 
dren due  attention  shall  be  given  to 
the  development  of  ready  and  accu- 
rate perceptions  of  sounds. 

"  How  to  give  this  training  so  as 
to  secure  the  desired  results  is  a 
subject  that  deserves  the  careful 
attention  of  parents  and  teachers. 
Much  depends  upon  the  manner  of 
presenting  the  sounds  of  our  language  to  pupils,  whether  or  not  the 
results  shall  be  the  development  in  sound-perceptions  that  will  trairi 
the  ear  and  voice  to  habits  of  distinctness  and  accuracy  in  speaking  and 
reading. 

"  The  methods  of  teaching  given  in  this  book  are  the  results  of  an 
extended  experience  under  such  varied  conditions  as  may  be  found 
with  pupils  representing  all  nationalities,  both  of  native  and  foreign 
born  children.  The  plans  described  will  enable  teachers  to  lead  their 
pupils  to  acquire  ready  and  distinct  perceptions  through  sense  train- 
ing, and  cause  them  to  know  the  sounds  of  our  language  in  a  manner 
that  will  give  practical  aid  in  learning  both  the  spoken  and  the  written 
language.  The  simplicity  and  usefulness  of  the  lessons  need  only  to  be 
known  to  be  appreciated  and  usecU" 


SuPT.  N.  A.  Calkins. 


SEND  Alili  ORDJBSS  TO 

S.  L.  KELLOGG  <&  CO..  NEW  YORK  &  CHICAGO.     21 

Johnsons  Education  by  Doing. 

Education  by  Doing :  A  Book  of  Educative  Occupations  for 
Children  in  School.  By  Anna  Johnson,  teacher  to  the 
Children's  Aid  Schools  of  New  York  City.  With  a  prefatory 
note  by  Edward  B.  Shaw,  of  the  High  School  of  Yonkers, 
N.  Y.  Handsome  red  cloth,  gilt  stamp.  Price,  75  cents  ; 
to  teachers,  60  cents  ;  by  mail,  5  cents  extra. 

Thousands  of  teachers  are  asking  the  question:  *'How  can  1 
keep  my  pupils  profitably  occupied  ? "  This  book  answers 
the  question.  Theories  are  omitted.  Every  line  is  full  of  in- 
struction. 

1.  Arithmetic  is  taught  with  blocks,  beads,  toy-money,  efcp. 

2.  The  tables  are  taught  by  clock  dials,  weights,  etc. 

3.  Form  is  taught  by  blocks. 

4.  Lines  with  sticks. 

5.  Language  with  pictures. 

6.  Occupations  are  given. 

7.  Everything  is  plain  and  practical. 

EXTRACT  FROM  PREFATORY  NOTE. 

**In  observing  the  results  achieved  by  the  Kindergarten,  educators  hav« 
felt  that  Frcebel's  great  discovery  of  education  by  occupations  must  have 
something  for  the  public  schools — that  a  further  application  of  the  *puv 
ting  of  experience  and  action  in  the  place  of  books  and  abstract  thinking, 
could  be  made  beyond  the  fifth  or  sixth  year  of  the  child's  life.  This 
book  is  an  outgrowth  of  this  idea,  conceived  in  the  spirit  of  the  *  Ne-iV 
Education.* 

"It  will  be  widely  welcomed,  we  believe,  as  it  gives  concrete  method>3 
of  work — the  very  aids  primary  teachers  are  in  search  of.  There  has  beei/t 
a  wide  discussion  of  the  subject  of  education,  and  there  exists  no  liitki 
confusion  in  the  mind  of  many  a  teacher  as  to  how  he  should  impro\'€ 
upon  methods  that  have  been  condemned." 

Snpt.  J.  "W.  Skinner,  Children's  Aid  Schools,  says  :— "  It  is  highly  appi© 

ciated  by  our  teachers.    It  supplies  a  want  felt  by  all." 
Toledo  Blade. — "The  need  of  this  book  has  been  felt  by  teachers." 
School  Education- — "Contains  a  great  many  fruitful  suggestions." 
Christian  Advance- — *'  The  method  is  certainly  philosophical.'* 
Va,  Ed.  Journal.—-"  The  book  is  an  outgrowth  of  Froebel's  idea.** 
Philadelphia  Teacher.—"  The  book  is  full  of  practical  information.*' 
Iowa  Teacher.— "  Kellogg's  books  are  all  good,  but  this  is  the  best  fo« 

teachers.** 
The  Educationist—"  We  regard  it  as  very  valuable." 
School  Bulletin.—"  We  think  well  of  this  book." 
Chicago  Intelligence.—"  Will  be  found  a  very  serviceable  book.** 


SEND  Alili  OBDEB8  TO 

22     £.  X.  KELLOGG  &  CO,,  NEW  YORK  <&  CHICAGO. 

Kelbggs  School  Management: 

"  A  Practical  Guide  for  the  Teacher  in  the  School-Room.'* 
By  Amos  M.  Kellogg,  A.M.  Sixth  edition.  Revised  and 
enlarged.    Cloth,  128  pp.    Price,  75  cents  ;  to  teachers,  60 

cents  ;  by  mail,  5  cents  extra.  

This  book  takes  up  the  most  diflScult  of  all  school  work, 
viz. :  the  Government  of  a  school,  and  is  filled  vrlth  original 
and  practical  ideas  on  the  subject.  It  is  invaluable  to  the 
teacher  who  desires  to  make  his  school  a  *' well-governed" 
school. 

1.  It  suggests  methods  of  awakening  an  interest  in  the 
studies,  and  in  school  work.  "The  problem  for  the  teacher," 
says  Joseph  Payne,  **  is  to  get  the  pupil  to  study."  If  he  can  do 
this  he  will  be  educated. 

2.  It  suggests  methods  of  making  the  school  attractive. 
Ninety-nine  hundredths  of  the  teachers  think  young  people 
should  come  to  school  anyhow  ;  the  wise  ones  know  that  a 
pupil  who  wants  to  come  to  school  will  do  something  when 
he  gets  there,  and  so  make  the  school  attractive. 

3.  Above  all  it  shows  that  the  pupils  will  be  self -governed 
when  well  governed.  It  shows  how  to  develop  the  process  of 
self-government. 

4.  It  shows  how  regular  attention  and  courteous  behaviour 
may  be  secured. 

5.  It  has  an  admirable  preface  by  that  remarkable  man  and 
teacher,  Dr.  Thomas  Hunter,  Pres.  N.  Y.  City  Normal  College. 

Home  and  School.—"  Is  just  the  book  for  every  teacher  who  wishes 
to  be  a  better  teacher." 

Educational  Journal.—"  It  contains  many  valuable  hints." 

Boston  Journal  of  Education.— "It  is  the  most  humane,  instructive, 
original  educational  work  we  have  read  in  many  a  day." 

Wis.  Journal  of  Education.—"  Commends  itself  at  once  by  the  num- 
ber of  ingenious  devices  for  securing  order,  industry,  and  interest. 

Iowa  Central  School  Journal.— "  Teachers  will  find  it  a  helpful  and 
suggestive  book." 

Canada  Educational  Monthly.—"  Valuable  advice  and  useful  sugges- 
tions." 

Normal  Teacher.—"  The  author  believes  the  way  to  manage  is  to  civ- 
ilize, cultivate,  and  refine." 

School  Moderator.—"  Contains  a  large  amount  of  valuable  reading ; 
school  government  is  admirably  presented." 

Progressive  Teacher.— "  Should  occupy  an  honored  place  in  ever^ 
teacher's  library." 

Ed.  Courant,— "It  will  help  the  teacher  greatly.* 

Va.  Ed.  Journal.-"  The  author  drawA  from  a  large  experience." 


^INDUSTRIAL- 
■EDUCATION^ 


SEND  AIA,  OBDEBS  TO 

S.  L.  KELLOGG  &  CO,,  25  GLINTOK PLAGE,  N.  Y?  23 


Laoes  Industrial  Education. 

Industrial  Education ;  a  guide  to  Manual  Training. "  By 
Samuel  G.  Love,  principal  of  the  Jamestown,  (N,  Y.) 
public  schools.  Cloth,  12nio,  330  pp.  with  40  full-page 
plates  containing  nearly  400  figures.  Price,  ^1.50;  to 
teachers,  $1.20  ;  by  mail,  12  cents  extra. 
1.  Industrial  Education  not  understood.  Probably  the  only 
man  who  has  wrought  out  the  problem  in  a  practical  way  is 

Samuel  G,  Love,  the  superin- 
tendent of  tlie  Jamestown  (N. 
Y.)  schools.  Mr,  Love  has  now 
about  2,400  children  in  the 
primary,  advanced,  and  high 
scliools  under  his  charge  ;  he 
is  assisted  by  fifty  teachers,  so 
that  an  admirable  opportunity 
was  offered,  Li  1874  (about 
fourteen  years  ago)  Mr,  Love 
began  his  experiment ;  gradu- 
ally^ he  introduced  one  occu- 
pation, and  then  another,  tLatil 
at  last  nearly  all  the  pupils  are 
following  some  form  of  educate 
ing  work, 

2,  Why  it  is  demanded.  The 
reasons  for  introducing  it  are 
clearly  stated  by  Mr.  Love.  It 
was  done  because  the  educa** 
tion  of  the  books  left  the  pu, 
pils  unfitted  to  meet  the  prac^ 
tical  problems  the  world  asks  them  to  solve.  The  world  does 
not  have  a  field  ready  for  the  student  in  book-lore.  The  state- 
ments of  Mr.  Love  should  be  carefully  read, 

3.  It  is  an  educational  book.  Any  one  can  give  some 
formal  work  to  girls  and  boys.  "What  has  been  needed  has 
been  some  one  who  could  find  out  what  is  suii;ed  to  the  little 
child  who  is  in  the  **  First  Reader,"  to  the  one  who  is  in  the 
"Second  Reader,"  and  so  on.  It  must  be  remembered  the 
effort  is  not  to  make  carpenters,  and  type-setters,  and  dress- 
makers of  boys  and  girls,  but  to  educate  them  by  these  occupoL- 
tions  better  than  without  them. 


^LOVE« 


SEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  &  CO,,  NEW  YORK  &  CHICAGO.    25 

Taynes  Lectures  on   the  Science   and 

Art  of  Education.  Beading  Circle  Edition.  By  Joseph 
Payne,  the  first  Professor  of  the  Science  and  Art  of  Edu- 
cation in  the  College  of  Preceptors,  London,  England. 
With  portrait.  16mo,  350  pp.,  English  cloth,  with  gold 
back  stamp.  Price,  $1.00  ;  to  teachers,  80  cents  ;  by  mail, 
7  cents  extra.     Elegant  new  edition  from  new  plates. 

Teachers  who  are  seeking  t<! 
know  the  principles  of  education 
will  find  them  clearly  set  forth  in 
this  volume.  It  must  be  remem- 
bered that  principles  are  the  basis 
upon  which  all  methods  of  teach- 
ing must  be  founded.  So  valu- 
able is  this  book  that  if  a  teacher 
were  to  decide  to  own  but  three 
works  on  education,  this  would 
be  one  of  them.  This  edition 
contains  all  of  Mr.  Payne's  writ- 
ings that  are  in  any  other  Ameri- 
can abridged  edition,  and  is  the 
only  one  with  his  portrait.  It  is 
far  superior  to  any  other  edition 
published. 

Joseph  Payne.  ^ 

WHY  THIS  EDITION  IS  THE  BEST, 
(1.)  The  side-titles.  These  give  the  contents  of  tiie  page. 
(2.)  The  analysis  of  each  lecture,  with  reference  to  the  edtoca* 
tional  points  in  it.  (3.)  The  general  analysis  pointing  out  the 
three  great  principles  found  at  the  beginning.  (4.)  The  index,, 
where,  under  such  heads  as  Teaching,  Education,  The  Child, 
the  important  utterances  of  Mr.  Payne  are  set  forth.  (5.) 
Its  handy  shape,  large  type,  fine  paper,  and  press-work  and 
tasteful  binding.  All  of  these  features  make  this  a  most  val- 
uable book.  To  obtain  all  these  features  in  one  edition,  it 
was  found  necessary  to  get  out  this  new  edition. 

Ohio  Educational  Monthly.— "It  does  not  deal  with  shadowy  tneories; 
it  is  inteusely  practical." 

Philadelphia  Educational  News.—"  Ought  to  l)e  in  library  of  every 
progressive  teacher." 

Educational  Courant.— "  To  know  how  to  teach,  more  i^  needed  than 
a  knowledge  of  the  brandies  tauprht.    This  is  especially  valuable." 

Pennsylvania  Journal  of  Education— "Will  be  of  practical  value  $c 
Normal  Schools  and  Institute- 


SEND  ALIj  orders  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  AND  CHICAGO.  37 


Shaw's  ^atiGml  Qtiestion  ^ook 

"  The  National  Question  Book."  A  graded  course  of 
study  for  those  preparing  to  teach.  By  Edward  R.  Shaw, 
Principal  of  the  High  School,  Yonkers,  N.  Y.,  author  of 
**  School  Devices/"  etc  Bound  in  durable  English  buck- 
ram cloth,  with  beautiful  side-stamp.  12mo,  400  pp. 
Price,  $1.32;  net  to  teachers,  postpaid. 
A  new  edition  of  this  popular  book  is  noiv  ready,  containing 
the  following 

NEW    FEATURES: 
READING.    An  entirely  new  chapter  with  answers. 
ALCOHOL  and  its  effects  on  the  body.     An  entirely  new 
chapter  with  answers. 

THE  PROFESSIONAL  GRADE  has  been  entirely  re- 
written and  now  contains  answers  to  every  question. 

This  work  contains  0,500  Questions  and  Answers  on  24: 
Different  Branches  of  Study. 

ITS  DISTINGUISHING  FEATURES. 

1.  It  aims  to  make  the  teacher  a  better  teacher. 

"  How  to  Make  Teaching  a  Profession"  has  challenged  t' e 
attention  of  the  wisest  teacher.  It  is  plain  that  to  accomplish 
this  the  teacher  must  pass  from  the  stage  of  a  knowledge  of 
the  rudiments,  to  the  stage  of  somewhat  extensive  acquire- 
ment. There  are  steps  in  this  movement;  if  a  teacher  will 
take  the  first  and  see  what  the  next  is,  he  will  probably  go  on 
to  the  next,  and  so  on.  One  of  the  reasons  why  there  has 
been  no  movement  forward  by  those  who  have  made  this  first 
step,  is  that  there  was  nothing  marked  out  as  a  second  step. 

2.  This  book  will  show  the  teacher  how  to  go  forward. 

In  the  preface  the  course  of  study  usually  pursued  in  our 
best  normal  schools  is  given.  This  proposes  four  grades ; 
third,  second,  first,  and  professional.  Then,  questions  are 
given  appropriate  for  each  of  these  grades.  Answers  follow 
each  section.  A  teacher  will  use  the  book  somewhat  as 
follows  :— If  he  is  in  the  third  grade  he  will  put  the  questions 
found  in  this  book  concerning  numbers,  geography,  history, 
grammar,  orthography,  and  theory  and  practice  of  teaching 
to  liimself  and  get  out  the  answer.  Having  done  this  he  will 
go  on  to  the  other  grades  in  a  similar  manner.  In  this  way 
ho  will  know  as  to  his  fitness  to  pass  an  examination  foe* 


SEND  ALL,  ORDERS  TO 

38   E,  L,  KELLOGG  <&  CO.,  NEW  YORK  &  CHICAGO, 

these  grades.    The  selection  of  questions  is  a  good  one. 

3.  It  proposes  questions  concerning  teaching  itself. 

The  need  of  studying  the  Art  of  Teaching  is  becoming  more 
and  more  apparent.  There  are  questions  that  will  prove  very 
suggestive  and  valuable  on  the  Theory  and  Practice  of  Educa- 
tion. 

4.  It  is  a  general  review  of  the  common  school  and  higher 
studies. 

Each  department  of  questions  is  followed  by  department  of 
answers  on  same  subject,  each  question  being  numbered,  and 
answer  having  corresponding  number. 

Arithinetic,  3d  grade.  English  Literature,  1st  grade. 

Geography,  2d  and  3d  grade.  Natural  Philosophy,        " 

U.  S,  History,  2d  and  3d  grade.  Algebra,  professional  grade. 

Grammar,  1st,  2d,  and  3d  grade.  General  History,  profess,  grade. 

Orthography  and  Orthoepy,3d  grade. 
Theory  and  Practice  of  Teaching, 

1st,  2d,  and  3d  grade. 
Rhetoric  and  Composition,  2d  grade. 
Physiology,  1st  and  2d  grade. 
Bookkeeping,  1st  and  2d  grade. 
Civil  Government,  1st  and  2d  grade. 
Physical  Geography,  1st  grade. 

5.  It  is  carefully  graded  into  grades  corresponding  to  those 
into  which  teachers  are  usually  classed. 

It  is  important  for  a  teacher  to  know  what  are  appropriate 
questions  to  ask  a  third  grade  teacher,  for  example.  Exam- 
iners of  teachers,  too,  need  to  know  what  are  appropriate 
questions.  In  fact,  to  put  the  examination  of  the  teacher  into 
a  proper  system  is  most  important. 

6.  Again,  this  book"  broadens  the  field,  and  will  advance 
education.  The  second  grade  teacher,  for  example,  is  exam- 
ined in  rhetoric  and  composition,  physiology,  book-keeping, 
and  civil  government,  subjects  usually  omitted.  The  teacher 
who  follows  this  book  faithfully  will  become  as  near  as  possi- 
ble a  normal  school  graduate.  It  is  really  a  contribution  to 
pedagogic  progress.  It  points  out  to  the  teacher  a  road  to 
professional  fitness, 

7.  It  is  a  useful  reference  work  for  every  teacher  and  priv- 
ate library. 

Every  teacher  needs  a  book  to  turn  to  for  questions,  for 
example,  a  history  class.  Time  is  precious  ;  he  gives  a  pupil 
the  book  saying,  ''  Write  five  of  those  questions  on  the  black' 
board  ;  the  class  may  brings  in  answers  to-morrow." 


Geometry, 

i             ki 

Latin, 

I             (( 

Zoology, 

*             ti 

Astronomy, 

i(             i( 

Botany, 

U                           il. 

Physics, 

(                (( 

Chemistry, 

I                ti 

Geology, 

(                     u 

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E.  L.  KELLOOO  &  CO.,  NEW  YORK  &  GHICAQO.    39 

Shaw  and  T>onneWs  School  Devices. 

"  School  Devices."  A  book  of  ways  and  suggestions  for  teachers. 
By  Edward  R.  Shaw  and  Webb  Donnell,  of  the  High  School  at 
Yonkers,  N.  Y.  Illustrated.  Dark-blue  cloth  binding,  gold, 
16mo,  289  pp.  Price,  $1.25 ;  to  teachers^  $1.00 ;  by  mail,  9  cents 
extra. 

This  valuable  book  has  just  been  greatly  im- 
proved by  the  addition  of  nearly  75  pages  of 
entirely  new  material. 

f^^A  BOOK  OF  "WAYS"  FOR  TEACHERS...^ 

Teaching  is  an  art ;  there  are  "  ways  to  do  it."  This  book  is  made 
to  point  out  "  ways,'*  and  to  help  by  suggestions. 

1.  It  gives  "ways"  for  teaching  Language,  Grammar,  Reading, 
Spelling,  Geography,  etc.  These  are  in  many  cases  novel ;  they  are 
designed  to  help  attract  the  attention  of  the  pupil. 

2.  The  *'  ways"  given  are  not  the  questionable  "  ways"  so  often  seen 
practised  in  school-rooms,  but  are  in  accord  with  the  spmt  of  modern 
educational  ideas. 

3.  This  book  will  afford  practical  assistance  to  teachers  who  wish  to 
keep  their  work  from  degenerating  into  mere  routine.  It  gives  them, 
in  convenient  form  for  constant  use  at  the  desk,  a  multitude  of  new 
ways  in  which  to  present  old  truths.  The  great  enemy  of  the  teacher 
is  want  of  interest.  Their  methods  do  not  attract  attention.  There  is 
no  teaching  unless  there  is  attention.  The  teacher  is  too  apt  to  think 
there  is  but  one  "  way"  of  teaching  spelling  ;  he  thus  falls  into  a  rut. 
Now  there  are  many  ''ways"  of  teaching  spelling,  and  some  "ways" 
are  better  than  others.  Variety  must  exist  in  the  school-room ;  the 
authors  of  this  volume  deserve  the  thanks  of  the  teachers  for  pointing 
out  methods  of  obtaining  variety  without  sacrificing  the  great  end 
sought — scholarship.  New  "ways"  induce  greater  effort,  and  renewal 
of  activity. 

4.  The  book  gives  the  result  of  large  actual  experience  in  the  school- 
room, and  will  meet  the  needs  of  thousands  of  teachers,  by  placing  at 
their  command  that  for  which  visits  to  other  schools  are  made,  insti- 
tutes and  associations  attended,  viz.,  new  ideas  and  fresh  and  forceful 
ways  of  teaching.  The  devices  given  under  Drawing  and  Physiology 
are  of  an  eminently  practical  nature,  and  cannot  fail  to  invest  these 
subjects  with  new  interest.  The  attempt  has  been  made  to  present 
only  devices  of  a  practical  character. 

5.  The  book  suggests  "ways"  to  make  teaching  elective;  it  is  not 
simply  a  book  of  new  "ways,"  but  of  "ways"  that  will  produce  good 
results. 


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40  E,  L.  KELLOOG  &  CO.,  NEW  TOBK  &  CHIC  AGO. 


WHAT  THIS  BOOK  CONTAINS. 


CHAP. 

I.  Language, 

II.  Geography,     .... 

III.  Spelling, 

IV.  Reading, 

V.  Arithmetic,     .... 

VI.  Personal  Suggestions, 
VII.  School  room    " 


9-42 

42-62 

62-74 

74-85 

85-132 

132-144 

144-174 


CHAP. 

VIII.  Outside  the  School 
IX.  History,     .    .     . 
X.  Physiology,    .    . 
XI.  Seat  Work,    .    . 

.XII.  Drawing,    .    .    , 

XIII.  Penmanship,  etc., 

XIV.  Bible  Readings, 


174-180 
180-200 
200^215 
215-224 
224-237 
237-245 
245-278 


CONTENTS  OF  A  SINGLE  CHAPTER-LANGUAGE. 

Pictures  for  Young  Pupils— Supplying  the  Proper  Word— A  Language 
Lesson— Weekly  Plan  of  Language  Work  for  Lower  Grammar  Grades- 
Writing  Ordinals— Correcting  Bad  English— For  Beginners  in  Composition- 
Word  Developing— An  Easy  Exercise  in  Composition— Composition  from 
Pictures— Plan  for  Oral  Composition— Debating  Exercises— Language  Drill 
in  every  Lesson— Letter  Writing— Matter  for  Letters— Forms  for  Business 
Letters— Papers  Written  from  Recitation  Notes— Equivalent  Forms  of  Ex- 
pression—Devices for  Use  of  Capitals — Excerpts  to  Write  Out  from  Memory 
— Regular  Plan  in  Composition  Writing— To  Exercise  the  Imagination- 
Suggestions  about  Local  Subjects  for  Compositions— A  Letter  Written  upon 
the  Blackboard  by  all  the  Class— Choice  of  Words— Order  of  Criticism— 
A  Plan  for  Rapid  Correction  of  Compositions— To  File  and  Hold  Essays- 
Assigning  a  Subject  for  a  Composition— Character  Sketches— Illustrative 
Syntax — A  Talk  on  Language— A  Grammar  Lesson,  Device  for  Building  up 
the  Conjugation  of  the  Verb— The  Infinitive  Mood— Shall  and  Will — Matter 
for  a  Talk  on  Words— Surnames. 

At  the  end  of  the  volume  is  inserted  a  careful  selection  of  Bible  Readings 
for  every  school  day  of  the  year,  with  the  pronunciation  of  difficult  words 
—a  provision  that  will  be  appreciated  by  those  who  are  obliged  to  hunt 
each  morning  for  a  proper  selection  for  school  devotions. 

Home  and  School.—"  It  is  just  the  book  for  every  teacher  who  wishes  to 
be  a  better  teacher." 

Educational  Journal. — "  It  contains  many  valuable  hints." 

Boston  Journal  of  Education.— "  It  is  the  most  humane,  instructive, 
original  educational  work  we  have  read  in  many  a  day." 

Wis.  Journal  of  Education.— "  Commends  itself  at  once  by  the  number 
of  ingenious  devices  for  securing  order,  industry,  and  interest." 

Iowa  Central  School  Journal.—"  Teachers  will  find  it  a  helpful  and  sug- 
gestive book." 

Canada  Educational  Monthly.— "  Valuable  advice  and  useful  sugges- 
tions." 

ITormal  Teacher.— "The  author  believes  the  way  to  manage  is  to  civ- 
ilize, cultivate,  and  refine." 

School  Moderator,—"  Contains  a  large  amount  of  valuable  reading. 
School  government  is  admirably  presented." 

Progressive  Teacher. — "Should  occupy  an  honored  place  in  every 
teacher's  library." 

Ed.  Courant.— "  It  will  help  the  teacher  greatly." 

Va.  Ed.  Journal.—"  The  author  draws  from  a  large  experience." 

Country  and  Village  Schools.—"  Cannot  fail  to  be  serviceable." 


SEND  ALL  ORDERS  TO 

46   B.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO, 
No.  6.     Gladstone' s  Object  Teaching. 

Y^Y  J.  H.  Gladstone,  of  the  London  (Eng.)  School  Board.    25  pp. 
A  short  manual  full  of  jJractical  suggestions  on  Object  Teaching. 

Afo.  7.    Huntington  s  Unconscious  Tuition. 

Bishop  Huntington  has  placed  all  teachers  under  profound  obligations  to 
him  by  writing  this  work.  The  earnest  teacher  has  felt  its  earnest  spirit, 
due  to  its  interesting  discussion  of  the  foundation  principles  of  education. 
It  is  wonderfully  suggestive. 

M?.  8.    Hughes'  Hoiv  to  Keep  Order. 

By  James  L.  Hughes,  author  of  "  Mistakes  in  Teaching." 
Mr.  Hughes  is  one  of  the  few  men  who  know  what  to  say  to  help  a  young 
teacher.     Thousands   are  to-day  asking,   "  How  shall  we   keep   order  ?" 
Thousands  are  saying,  *'  I  can  teach  well  enough,  but  I  cannot  keep  order." 
To  such  we  recommend  this  little  book. 

No.  g.    Quick's  How  to  Train  the  Memory ' 

By  Rev.  R.  H.  Quick,  author  of  "  Educational  Reformers-." 
This  book  comes  from  school-room  experience,  and  is  not  a  matter  of 
theory.  Much  attention  has  been  lately  paid  to  increasing  the  power  of 
memory.  The  teacher  must  make  it  part  of  his  business  to  store  the 
memory,  hence  he  must  know  how  to  do  it  properly  and  according  to  the 
laws  of  the  mind. 

No.  10.    Hoffman's  Kindergarten  Gifts. 

By  Heinrich  Hoffman,  a  pupil  of  Froebel. 

The  author  sets  forth  very  clearly  the  best  methods  of  using  them  for 
training  the  child's  senses  and  power  of  observation. 

No.  II.    'Sutler's  Argument  for  Manual  Training. 

By  Nicholas  Murray  Butler,  Pres.  of  N.  Y.  College  for  Training  of 
Teachers. 
A  clear  statement  of  the  foundation  principles  of  Industrial  Education. 

No,  12.     Groff's  School  Hygiene. 

By  Pres.  G.  G.  Groff,  of  Bucknell  University,  Pa. 

No.  I).    McMurry's  How  to  Conduct  the  Recitation. 

By  Chas,.  McMurry,  Prof,  in  State  Normal  School,  Winona,  Minn. 

In  34  pp.  is  explained  the  ideas  of  the  Hubart  school  of  educators  as  re- 
gards class  teaching.  These  are  now  acknowledged  to  be  the  scientific 
method.  Grub6's  plan  for  teaching  primary  arithmetic  is  in  the  same  line. 

No.  I4.    Carter's  Artificial  Production  of  Stupidity 

IN  Schools.    By  R.  Brudenell  Carter,  F.  R.  S. 

This  celebrated  paper  has  been  so  often  referred  to  that  we  reprint  it 
in  neat  form,  with  side-headings.    49  pp. 


No,  75.    Kellogg' s  Pestaloni 


His  Educational  Work  and  Principles.  By  Amos  M.  Kellogg,  editor 
of  the  School  Journal.    29  pp. 

A  clear  idea  is  given  in  this  book  of  what  this  great  reformer  and  dis- 
coverer in  education  thought  and  did.  His  foundation  principles  are 
made  specially  prominent. 

No.  16.    Langs  Basedow. 

32  pp.    Same  price  as  above. 

No    17.    Lang's  Comemius. 

By  OssiAN  H.  Lang.    32  pp.    Same  price  as  above. 


SEND  ALL  ORDERS  TO 

E,  L.  KELLOGG  &  CO.,  NEW  YORK  S  GHIOAGO.  47 

WelcVs  Teachers  Psychology, 

A  Treatise  on  the  Intellectual  Faculties,  the  Order  of  the 
Growth,  and  the  Corresponding  Series  of  Studies  by  which 
they  are  Educated.  By  the  late  A.  S.  Welch,  Professor  of 
Psychology,  Iowa  Agricultural  College,  formerly  Pres.  of 
the  Mich.  Normal  School.  Cloth,  12mo,  300  pp.,  $1.25;  to 
teachers,  $1;  by  mail,  12  cents  extra.  Special  terms  to 
Normal  Schools  and  Reading  Circles. 

A  mastery  of  the  branches  to  be  taught  was  once  thought  to  be 
an  all-sufficient  preparation  for  teaching.  But  it  is  now  seen  that 
there  must  be. a  knowledge  of  the  mind  that  is  to  be  trained. 
Psychology  is  the  foundation  of  intelligent  pedagogy.  Prof. 
Welch  undertook  to  write  a  book  that  should  deal  with  mind- 
unfolding,  as  exhibited  in  the 
school-room.  He  shows  what  is 
meant  by  attending,  memorizing, 
judging,  abstracting,  imagining, 
classifying,  etc.,  as  it  is  done  by 
the  pupil  over  his  text-books.  First, 
there  is  the  concept;  then  there  is 
(1)  gathering  concepts,  (2)  storing 
concepts,  (3)  dividing  concepts, 
(4)  abstracting  concepts,  (5)  build- 
ing concepts,  (6)  grouping  con- 
cepts, (7)  connecting  concepts, 
(8)  deriving  concepts.  Each  of 
these  is  clearly  explained  and  il- 
lustrated ;  the  reader  instead  of 
being  bewildered  over  strange 
terms  comprehends  that  imagina- 
tion means  a  building  up  of  con- 
cepts, and  so  of  the  other  terms. 
Dr.  a.  S.  Welch.  ^  ^^^^^  valuable  part  of  the  book 

is  its  application  to  practical  education.  How  to  train  these 
powers  that  deal  with  the  concept — that  is  the  question.  There 
must  be  exercises  to  train  the  mind  to  gather,  store,  dimde,  abstract, 
build,  group,  connect,  and  derive  concepts.  The  author  shows 
what  studies  do  this  appropriately,  and  where  there  are  mistakes 
made  in  the  selection  of  studies.  The  book  will  prove  a  valuable 
one  to  the  teacher  who  wishes  to  know  the  structure  of  the  mind 
and  the  way  to  minister  to  its  growth.  It  would  seem  that  at 
last  a  psychology  had  been  written  that  would  be  a  real  aid,  in- 
stead of  a  hindrance,  to  clear  knowledge. 


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18  E.  L.  KELLOGG  d  CO.,  NEW  YORK  &  GlIIOAGO. 

As  a  text-book  for  the  use  of  students  in  normal  schools, 
teachers'  institutes,  reading  circles,  etc. ,  this  book  is  unsurpassed. 
The  logical  arrangement,  the  directness  of  presentation,  without 
unnecessary  words  or  repetition,  the  questions  at  end  of  each 
chapter,  and  typographical  features,  make  it  an  ideal  text-book. 
Only  two  months  after  publication  it  was  introduced  into  many 
normal  schools  as  a  text-book,  and  adopted  by  the  Cal.  State 
Teachers'  Reading  Circle. 

OUTLINE    OF    CONTENTS. 

Psychology. 


OHAP. 

I.  Introduction  —  Terms    Defined 
and  their  Meanings  Illustrated. 
n.  Mind,  and  its  Three  Manifesta- 
tions. 
m.  On  the  Intellect— the  Senses. 
IV.  Internal  Perception. 
V.  Memory. 
VI.  Conception. 
VII.  Analysis. 
Vni.  Abstraction. 


CHAP. 

IX.  Imagination. 
X.  Classification. 
XI.  Judgment. 
XII.  Reasoning. 

XIII.  The     Unavoidable     Series    of 

Mental  Acts  that  in  the  Growth 
of  the  Mind  begin  with  the 
Senses  and  end  in  Reasoning. 

XIV.  Intuition. 


Psychology  and  Education, 


CHAP. 

XV.  Education  —  what   it  is  and 

how  attained. 
XVI.  Special   Means   of    Training 
each  Faculty  in  the  Order 
of  its  Growth. 
XVII.  Expression  as  a  Means  of  In- 
tellectual Discipline. 
XVIII.  Higher  Spontaneities  Spring- 
ing from  Trained  Effort. 


CHAP. 

XIX.  Injurious  Effect  of  Wrong  Ar- 
rangement of  Studies. 
XX.  Studies  must  be  Selected  that 
will  Discipline  the  Faculties 
strictly  in  the  Order  of  their 
Development. 

XXI.  Arrangement  of  Studies  and 
Method  of  Instructing  in 
Early  Educating. 


This  book  is  written  by  one  who,  as  a  teacher,  institute  con- 
ductor, president  of  a  normal  school  (Mich.,  15  years),  president 
of  college  (Iowa,  for  many  years),  has  shown  himself  to  be  a 
thoughtful  student  of  education.  He  has  made  the  volume  one 
that  will  aid  the  teacher  in  carrying  foricard  tJie  sclwol-room  work 
in  accm'dance  with  mind  laws.  So  great  has  been  the  interest 
created  that  1,000  copies  were  ordered  in  advance  of  publica- 
tion. Dr.  Welch's  book  is  a  large  12mo  volume  of  300  pp., 
beautifully  printed  from  large,  clear  type,  and  artistically  and 
durably  bound.  As  so  many  teachers  are  making  inquiiies  on 
psychological  points,  we  feel  certain  that  they  will  find  this  book 
just  what  they  want. 


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50    E.  L.  KBLLOGO  &  CO.,  NEW  YORK  d  CHICAGO. 

IVelch's  Talks  on  Psychology  Applied  to 

Teaching.  By  A.  S.  Welch,  LL.D.,  Ex-Pres.  of  the  Iowa  Agricul- 
tural College  at  Ames,  Iowa.  Cloth,  16mo,  136  pp.  Price,  50 
cents;  to  teachers,  40  cents;  by  mail,  5  cents  extra. 

This  little  book  has  been  written  for  the  purpose  of  helping  the 
teacher  in  doing  more  effective  work  in  the  school-room.  The  instruc- 
tors in  our  schools  are  familiar  with  the  branches  they  teach,  but  de- 
ficient in  knowledge  of  the  mental  powers  whose  development  they  seek 
to  promote.  But  no  proficiency  that  does  not  include  the  study  of  mind , 
can  ever  qualify  for  the  work  of  teaching.  The  teacher  must  comprehend 
fully  not  only  the  objects  studied  by  the  learner,  but  the  efforts  put  forth 
and  in  studying  them,  the  effect  of  these  efforts  on  the  faculty  exerted, 
their  re&ults  in  the  form  of  accurate  knowledge.  It  is  urged  by  eminent 
educators  everywhere  that  a  knowledge  of  the  branches  to  be  taught, 
and  a  knowledge  of  tJw  mind  to  be  trained  thereby,  are  equally  essential 
to  successful  teaching. 

WHAT   IT  CONTAINS. 

Part  I.— Chapter  1.  Mind  Growth  and  its  Helps.  Chapter  2.— The  Feel- 
ings. Chapter  3. — The  Will  and  the  Spontaneities.  Chapter  4. — Sensation. 
Chapter  5.— Sense  Perception,  Gathering  Concepts.  Chapter  6.— Memory 
and  Conception.  Chapter  7.— Analysis  and  Abstraction.  Chapter  8.— Ira- 
agination  and  Classification. — Chapter  9. — Judgment  and  Reasoning,  the 
Thinking  Faculties. 

Part  II.— Helps  to  Mind  Growth.  Chapter  1.— Education  and  the  Means 
of  Attaining  it.  Chapter  2.— Training  of  the  Senses.  Chapter  3.— Reading, 
Writing,  and  Spelling.  Chapter  4. — Composition,  Elementary  Grammar, 
Abstract  Arithmetic,  etc. 

*#*  This  book,  as  will  be  seen  from  the  contents,  deals  with  the  subject 
differently  from  Dr.  Jerome  Allen's  "  Mind  Studies  for  Young  Teachers," 
(same  price)  recently  published  by  us. 

FROM  THOSE  WHO    HAVE  SEEN   IT. 

Co.  Insp.  Dearness,  London,  Canada.—"  Here  find  it  the  most  lucid  and 
practical  introduction  to  mental  science  I  have  ever  seen." 

Florida  School  Journal.—"  Is  certainly  the  best  adapted  and  most  de- 
sirable for  the  mass  of  teachers." 

Penn.  SchooIJournal.—"  Earnest  teachers  will  appreciate  it." 

Danville,  Ind.,  Teacher  and  Examiner,— "  We  feel  certain  this  book  has 
a  mission  among  the  primary  teachers." 

Iowa  Normal  Monthly.—"  The  best  for  the  average  teacher." 

Prof.  H.  H.  Seeley,  Iowa  State  Normal  School.— "I  feel  that  you  have 
done  a  very  excellent  thing  for  the  teachers.  Am  inclined  to  think  we  will 
use  it  in  some  of  our  classes." 

Science,  N.  Y.— "  Has  been  written  from  an  educational  point  of  view." 

Education,  Boston.—"  Aims  to  help  the  teacher  in  the  work  of  the  school- 
room." 

Progressive  Teacher.— "There  is  no  better  work." 

Ev-Gov.  Dysart,  Iowa.—"  My  first  thought  was, '  What  a  pity  it  could  not 
be  in  the  hapds  of  every  teacher  in  Iowa." 


SfiND  ALL  ORDBtlg  fO 

Si    K  L.  KELLOGG  &  CO.,  NEW  TOBK  &  CHICAGO. 
WHAT  EACH   NUMBER   CONTAINS, 


No.  1 

Is  a  specially  fine  number.    One  dia- 
logue in  it,  called  "Work  Conquers," 
for  11  girls  and  6  boys,  has  been  given 
hundreds  of  times,  and  is  alone  worth 
the  price  of  the  book.    Then  there 
are  21  other  dialogues. 
29  Recitations. 
14  Declamations. 
17  Pieces  for  the  Primary  Class. 

No.  2  Contains 

29  Recitations. 
12  Declamations. 

17  Dialogues. 

24  Pieces  for  the  Primary  Class. 
And  for  Class  Exercise  as  follows: 
The  Bird's  Party. 
Indian  Names. 
Valedictory. 
Washington's  Birthday. 
Garfield  Memorial  Day. 
Grant  "  " 

Whittier         "  " 

Sigoumey      "  " 

No.  3  Contains 

Fewer  of  the  longer  pieces  and  more 
of  the  shorter,  as  follows  : 

18  Declamations. 

21  Recitations. 

22  Dialogues. 

24  Pieces  for  the  Primary  Class. 
A  Christmas  Exercise. 
Opening  Pijece,  and 
An  Historical  Celebration. 


No.  4"  Contains 
Campbell  Memorial  Day. 
Longfellow         "         " 
Michael  Angelo  "         " 
Shakespeare      "         " 
Washington        "         " 
Christmas  Exercise. 
Arbor  Day         " 
New  Planting    " 
Thanksgiving    " 
Value  of  Knowledge  Exercise. 
Also  8  other  Dialogues. 
21  Recitations. 

23  Declamations. 

No.  5  Contains 

Browning  Memorial  Day. 
Autumn  Exercise. 
Bryant  Memorial  Day. 
New  Planting  Exercise. 
Christmas  Exercise. 
A  Concert  Exercise. 

24  Other  Dialogues. 
16  Declamations,  and 
36  Recitations. 

No.  6  Contains 
Spring;   a  flower  exercise  for  very 

young  pupils. 
Emerson  Memorial  Day. 
New  Year's  Day  Exercise. 
Holmes'  Memorial  Day. 
Fourth  of  July  Exercise. 
Shakespeare  Memorial  Day. 
Washington's  Birthday  Exercise. 
Also  6  other  Dialogues. 
6  Declamations. 
41  Recitations. 

15  Recitations  for  the  Primary  Class. 
And  4  Songs. 


Our  Reception  Day  Series  is  not  sold  largely  by  booksellers, 
who,  if  they  do  not  keep  it,  try  to  have  you  buy  something  else 
similar,  but  not  so  good.  Therefore  send  direct  to  the  publishers, 
by  mail,  the  price  as  above,  in  stamps  or  postal  notes,  and  your 
order  will  be  filled  at  once.     Discount  for  quantities. 


SPECIAL  OFFER. 

If  ordered  at  one  time,  we  will  send  postpaid  the  entire 
6  Nos.  for  $1.40.    Note  the  reduction. 


SHND  ALIi  ORt>EIlS  TO 

B.  L,  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO,  35 

ya.'  ■— — ■ ■ — ■       _« 

Seekys   Grubes   Method  of   Teaching 

ARITHMETIC.  Explained  and  illustrated.  Also  the  im- 
provements  on  the  method  made  by  the  followers  of 
Grube  in  Germany.  By  Levi  Seeley,  Ph.D.  Cloth, 
176  pp.  Price,  $1,00 ;  to  teachers  80  cents ;  by  mail, 
7  cents  extra. 

1.  It  IS  A  Philosophical 
Work. — This  book  has  a  sound 
philosophical  basis.  The  child 
does  not  (as  most  teachers  seem 
to  think)  learn  addition,  then 
subtraction,  then  multiplica- 
tion, then  division;  he  learns 
V' these  processes  together.  Grube 
sb,w  this,  and  founded  his  sys- 
tem on  this  fact. 
■'%.,  It  Follows  Nature's 
Pla?t.— Grube  proceeds  to  de- 
velop (so  to  speak)  the  method 
by  which  the  child  actually  be- 
comes (if  he  ever  does)  ac- 
quainted with  1,  2,  3,  4,  5,  etc. 
This  is  not  done,  as  some  sup- 
pose, by  writing  them  on  a 
slate.  Nature  has  her  method  ; 
she  begins  with  things;  after 
handling  two  things  in  certain  ways,  the  idea  of  two  is  ob* 
tained,  and  ^o  ot  other  numbers.  The  chief  value  of  this 
book  then  coiisists  in  showing  what  may  he  termed  the  way 
nature  teaches  the  child  number. 

3.  It  is  Valuable  to  Primary  Teachers.— It  begins  and 
shows  how  the  child  can  be  tanght  1,  then  2,  then  3,  &c. 
Hence  it  is  a  work  especially  valuable  for  the  primary  teacher, 
it  gives  much  space  to  showing  how  the  numbers  up  to  10  are 
taught ;  for  if  this  be  correctly  done^  the  pupil  will  almost 
teach  himself  the  rest. 

4.  It  Can  Be  Used  in  advanced  Grades. — It  discusses 
methods  of  teaching  fractions,  percentage,  etc.,  so  that  it  is  a 
work  valuable  for  all  classes  of  teachers. 

5  It  Guides  the  Teacher's  Work.— It  shows,  for  exam- 
ple, what  the  teacher  can  appropriately  do  the  first  year,  what 
the  second,  the  third,  and  the  fourth.  More  than  this,  it  sug- 
gests work  for  the  teacher  she  would  otherwise  omit. 

Taking  ijb  altogether,  it  is  the  best  work  on  teaching  num* 
feer  ever  published. It  is,yery  handsomely  printed  and  bound. 


DR.  LEVI  SEELEY. 


SO     R  L.  KELLOGG  &  CO.,  NEW  YORK  <Sb  CHICAGO. 


Song  Treasures. 


THE  PKICE  HAS  JUST  BEEN 
GREATLY  REDUCED. 


Compiled  by  Amos  M.  Kellogg,  editor  of  the  School  Joub- 
NAL.  Elegant  green  and  gold  paper  cover,  64  pp.  Price, 
15  cents  each  ;  to  teachers,  13  cents  ;  by  mail,  2  cents 
extra.  10th  thousand.  Special  terms  to  schools  for  25 
copies  and  over. 
This  is  i 
most  valua-  dill^ 

ble  c  o  1 1  e  c  -  iijIS^illi^^T^^W 
tion  of  mu- 
sic    tor    all 
schools   and 
institutes. 

1.  Most  of 
the  pieces 
have  been  se- 
lected by  the 
teachers  as 
favorites  in 
the  schools. 
They  are  the 
ones  the  pu- 
pils love  to 
sing. 

2.  All  the  pieces  **  have  a  ring  to  them ;"  they  are  easily 
learned,  and  will  not  be  forgotten. 

3.  The  themes  and  words  are  appropriate  for  young  people. 
In  these  respects  the  work  will  be  found  to  possess  unusual 
merit.  Nature,  the  Flowers,  the  Seasons,  the  Home,  our 
Duties,  our  Creator,  are  entuned  with  beautiful  music. 

4.  Great  ideas  may  find  an  entrance  into  the  mind  through 
music.  Aspirations  for  the  good,  the  beautiful,  and  the  trueJ 
are  presented  here  in  a  musical  form. 

5.  Many  of  the  words  have  been  written  especially  for  the 
book.  One  piece,  "  The  Voice  Within  Us,"  p.  57,  is  worth  to 
price  of  the  book. 

6.  The  titles  here  given  show  the  teacher  what  we  mean : 
Ask  the  Children,  Beauty  Everywhere,  Be  in  Time,  Cheerfulness, 

Christmas  BeJls,  Days  of  Summer  Glory,  The  Dearest  Spot,  Evening 
Song,  Gentle  Words,  Going  to  School,  Hold  up  the  Riaht  Hand,  I  Love 
the  Merry,  Merry  Sunshine,  Kind  Deeds,  Over  in  the.  Meadows,  Our 
Happy  School,  Scatter  the  Germs  of  the  Beautiful,  Time  to  Walk,  The 
Joliy  Workers,  The  Teacher's  Life,  Tribute  to  Whittier,  etc.,  etc. 


SEND  ALL  OHDERg  TO 


R  L.  K^LLOOQ  &  CO.,  NEW  YOBK  &  CHIQAGO. 


Southwicks  Qui:(  Manual  of  the  Theory 

AND  Practice  of  Teaching.  By  A.  P.  Southwick, 
author  of  **  Handy  Helps,"  **Quizzism  and  Key,"  etc.  Can- 
vas binding,  16mo,  133  pp.  Price,  75  cents;  to  teachers,  60 
cents;  by  mail,  6  cents  extra. 

Much  real  aid  to  all  classes  of  teachers  may  be  got  from  a 
volume  like  this.  To  county  superintendents,  examiners,  prin- 
cipals, it  will  be  specially  helpful  in  suggesting  proper  questions 
for  examinations.  There  is  more  attention  every  year  being 
given  to  Theory  and  Practice  of  Teaching,  once  wholly  neglected. 

This  is  one  of  the  six  books  recommended  by  the  N.  Y .  State 
Department  to  teachei"s  preparing  for  an  examination  in  State 
certificates. 

THIS  VOLUME    CONTAINS 
The  following  questions  on  Teaching  these  subjects: 


47  questions  on  Reading. 


3          ^ 

Natural  History. 

3 

'           Rhetoric. 

13 

'           Literature. 

3 

*           Psychology. 

34 

Physiology. 

33 

'           History. 

10 

'           Drawing. 

13 

'           Attention. 

54 

*           Miscellaneous. 

28  questions  on  Education. 

67  **  Arithmetic. 

31  *'  Composition. 

3  ''  Etymology. 

37  '*  Orthography. 

6  ''  Natural  Science. 

40  *'  Geography. 

13  "  Penmanship. 

58  *'  Discipline. 

6  *'  Manual  Training. 

Making  in  all  over  500  questions;  each  question  being  concisely 
yet  fully  answered. 

The  answers  are  printed  on  the  back  of  the  book,  numbered  to 
correspond  with  the  questions. 

Ed.  Record  (Can.).— "To  any  one  preparing  for  an  examination  in  profes- 
sional subjects,  no  better  book  than  this  could  be  found." 

Can.  Ed.  Journal.—"  Cannot  fail  to  prove  of  great  service  to  young 
teachers." 

Neb.  Teacher.— "  The  answers  are  of  sufficient  length  to  be  of  real 
service." 

Western  School  Journal.—"  The  section  on  discipline  abounds  in  golden 
and  practical  suggestions." 

Pa.  School  Journal.—"  Well-arranged,  comprehensive,  reliable,  and  thor- 
oughly adapted  to  fulfil  its  purpose." 

La.  Prog.  Teacher.— The  wisdom  of  a  dozen  works  boiled  down  in  get-at- 
able  question-and-answer  form." 

Central  School  Journal.—"  A  helpmeet  to  teachers  of  all  grades.  Every 
subject  taught  in  common  and  high  schools  is  treated.  It  contains  506 
questions  and  answers,  simple  and  leading.  W©  recommend  the  work  as 
©ne  of  the  best  published." 


BEND  ALIi  OBDEBS  TO 

U     E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


Tates  Vhilosopby  of  Education. 

The  Philosophy  of  Education.    By  T.  Tate.    Revised  and 
Annotated  by  E.  E.  Sheeb,  Ph.D.,  Principal  of  the  Louis^ 
iana  State  Normal  School.    Unique  cloth  binding,  laid 
paper,  331  pp.    Price,  $1.50 ;  to  teachers,  $1.20  ;  by  mail,  7 
cents  extra. 
There  are  few  books  that  deal  with  the  Science  of  Educa- 
tion.   This  volume  is  the  work  of  a  man  who  said  there  were 
great  principles  at  the  bottom  of  the  work  of  the  despised 
schoolmaster.    It  has  set  many  a  teacher  to  thinking,  and  in 
its  new  form  will  set  many  more. 

Our  edition  will  be  found  far  superior  to  any  other  in  every 
respect.  The  annotations  of  Mr.  Sheib  are  invaluable.  The 
more  important  part  of  the  book  are  emjphasized  by  leading 
the  type.  The  type  is  clear,  the  size  convenient,  and  print- 
ing, paper,  and  binding  are  most  excellent. 

Mr.  PMlbrickso  long  sui>erintendent  of  the  Boston  schools  hold  this 
work  in  high  esteem. 

Col.  F.  W.  Parker  strongly  recommends  it. 

Jos.  MacAlister,  Sunt.  Public  Schools,  Philadelphia,  says :— "  It  is  one 
of  the  first  books  which  a  teacher  deserves  of  understanding  the  scien- 
tific principles  on  which  his  work  rests  should  study.'* 

Graded  Examination  Questions. 

For  N.  Y.  State,  from  Sept.,  1887,  to  Sept.,  1889,  with  answers 
complete.  First,  Second,  and  Third  Grades.  Cloth,  12mo,  219 
pp.    Price,  $1.00;  to  teachers,  80  cents;  by  mail,  8  cents  extra. 

This  volume  contains  the  Uniform  Graded  Examination  Ques- 
tions, issued  to  the  School  Commissioners  of  the  State  by  the 
Dept.  of  Public  Instruction,  commencing  Sept.,  1887,  and  ending 
Aug.  13  and  14,  1889.  The  answers  are  also  given.  These  ques- 
tions have  been  adopted  by  all  the  school  commissioners  of  the 
State;  the  test  in  each  county  thus  becomes  uniform.  These 
questions  are  being  used  very  largely  in  many  other  States,  that 
pattern  after  New  York,  and  will  therefore  be  of  far  more  than 
local  interest.  Indeed,  teachers  and  school  officers  in  all  States 
are  using  these  questions  as  a  basis  for  their  own  examinations. 
Our  edition  is  the  best  in  arrangement,  print,  binding,  and  has 
an  excellent  contents  and  index. 

This  booh  may  he  used  to  the  best  advantage  by  the  teacher  who  de- 
sires to  advance  in  the  profession,  because  the  questions  are  carefully 
graded.  After  the  lowest  grade  of  questions  have  been  successfully 
answered,  the  next  higher  grade  is  studies.  In  our  edition  the  answers 
ar$  entirely  separate  from  the  questions  in  the  back  of  the  book. 


SEND  Atili  ORDERS  TO 

E,  L.  KELLOGG  cfe  CO.,  NEW  YORK  &  CHICAGO.  45 


Teachers  Manuals  Series. 


Each  is  printed  in  large,  clear  type,  on  good  paper.     Paper 

cover,  price  15  cents;  to  teach- 
ers, 12  cents;  by  mail,  1  cent 
extra. 

There  is  a  need  of  small  vol- 
umes— **  Educational  tracts,"  that 
teachers  can  carry  easily  find  study 
as  they  have  opportunity.  The 
following  numbers  have  been  al- 
ready published. 

It  should  be  noted  that  while 
our  editions  of  such  of  these  little 
books  that  are  not  written  specially 
for  this  series  are  ^s  low  in  price 
as  any  other,  th^  side-heads,  top- 
ics, and  analyses  inserted  by  the 
editor,  as  well  as  the  excellent 
paper  and  printing,  make  them 
far  superior  in  every  way  to  any 
other  edition. 

We  would  suggest  that  city  super- 
intendents 0?*  conductor's  of  institutes 

mipply  each  of  their  teachers  with  copies  of  these  little  hooks.    Special 

rates  for  quantities. 

No.  I.    Fitch's  Art  of  Questioning. 

By  J.  G.  Fitch,  M.A.,  author  of  "  Lectures  on  Teaching."    38  pp. 
Already  widely  known  as  the  most  useful  and  practical  essay  on  this  most 
important  part  of  the  teachers'  lesson-hearing. 

No,  2.    Pitch*  s  Art  of  Securing  Attention. 

By  J.  G.  Fitch,  M.  A.    39  pp. 

Of  no  less  value  than  the  author's  *'  Art  of  Questioning." 

No.  3.    Sidgwick's  On  Stimulus  in  School. 

By  Arthur  Sidgwick,  M.A.    43  pp. 

"  How  can  that  dull,  lazy  scholar  be  pressed  on  to  work  up  his  lessons 
with  a  will?"    This  bright  essay  will  tell  how  it  can  be  done. 

No.  4.     Yonge's  Practical  Work  in  School. 

By  Charlotte  M.  Yonge,  author  of  "  Heir  of  Redclyffe,'*    35  pp. 
All  who  have  read  Miss  Yonge's  books  will  be  glad  to  read  of  her  views 
on  School  Work. 

No.  5.    Pitch's  Improvement  in  the  Art  of  Teachings 

By  J:G.  Fitch,  M.A.    25  pp. 

This  tlioughtful,  earnest  essay  will  bring  courage  and  help  to  many  a 
teacher  who  is  struggling  to  do  better  work.  It  includes  a  course  of  gtudy 
tor  Teachers'  Training  Classes, 


J.  G.  Fitch,  Inspector  of  the 
Training  Colleges  of  England. 


SEND  ALL  ORDERS  TO 

52   E.  L.  KELLOOO  d  CO.,  NEW  YORK  &  CHICAGO, 

Woodbuirs  Simple  Experiments  for  the 

School-Room.      By   Prof.    John   F.    Woodhull,    Prof,   of 
Natural  Science  in  the  College  for  the  Training  of  Teachers, 
New  York  City,  author  of  ''Manual  of  Home-Made  Appa- 
ratus."   Cloth,  16mo.     Price,  50  cents;  to  teachers,  40  cents; 
by  mail,  5  cents  extra. 
This  book  contains  a  series  of  simple,  easily-made  experiments, 
to  perform  which  will  aid  the  comprehension  of  every-day  phe- 
nomena.    They  are  really  the  very  lessons  given  by  the  author  in 
the  Primary  and  Grammar  Departments  of  the  Model  School  in 
the  College  for  the  Training  of  Teachers,  New  York  City. 

The  apparatus  needed  for  the  experiments  consists,  for  the  most 
part,  of  such  things  as  every  teacher  will  find  at  hand  in  a  school- 
room or  kitchen.  The  experiments  are  so  connected  in  logical 
order  as  to  form  a  continuous  exhibition  of  the  phenomena  of 
combustion.  This  hook  is  not  a  science  catechism.  Its  aim  is  to 
train  the  child's  mind  in  habits  of  reasoning  by  experimental 
methods. 

These  experiments  should  be  made  in  every  school  of  our 
country,  and  thus  bring  in  a  scientific  method  of  dealing  with 
nature.  The  present  method  of  cramming  children's  minds  with 
isolated  facts  of  which  they  can  have  no  adequate  comprehension 
is  a  ruinous  and  unprofitable  one.  This  book  points  out  the 
method  employed  by  the  best  teachers  in  the  best  schools. 

WHAT    IT    CONTAINS. 


I.  Experiments  with  Paper. 
n.  "  "  Wood. 

III.  "  "a  Candle. 

IV.  *'  *'  Kerosene. 
V.  Kindling  Temperature. 


VI.  Air  as  an  Agent  in  Combustion. 
VII.  Products  of  Complete     " 
VIII.  Currents  of  Air,  etc. — Ventila- 
IX.  Oxygen  of  the  Air.  [tion. 

X.  Chemical  Changes. 


In  all  there  are  91  experiments  described,  illustrated  by  35 
engravings. 

Jas.  H.  Canfield,  Univ.  of  Kans.,  Lawrence,  says:—"  I  desire  to  say  most 
emphatically  that  the  method  pursued  is  the  only  true  one  in  all  school 
work.  Its  spirit  is  admirable.  We  need  and  must  have  far  more  of  this 
instruction." 

J.  C.  Packard,  Univ.  of  Iowa,  Iowa  City,  says:—"  For  many  years  shut  up 
to  the  simplest  forms  of  illustrative  apparatus,  I  learned  that  the  necessity 
was  a  blessing,  since  so  much  could  b.e  accomplished  by  home-made  ap- 
paratus—inexpensive and  effective." 

Henry  R.  Russell,  Woodbury,  N.  J.,  Supt.  of  the  Friends  School:— "Ad- 
mirable little  book.    It  is  just  the  kind  of  book  we  need." 

S.  T.  Button,  Sui)t.  Schools,  New  Haven,  Ct.— "  Contains  just  the  kind  ot 
help  teachers  need  in  a-dapting  naturq.1  science  to  common  sghools," 


BEND  ALL  ORDERS  TO 

E.  L.  KELLOGG  cfe  (70.,  NEW  TOBK  d  CHIGAOO. 

QuickCs  Educational  Reformers. 

By  Rev.  Robert  Herbert  Quick,  M.A.,  of  Trinity  College,  Cambridge, 
England.  Bound  in  plain,  but  elegant  cloth  binding.  16mo,  about  350  pp. 
$1.00;  to  teachers,  80  cts.;  by  mail,  10  cts.  extra. 

This  book  supplies  information  that  is  contained  in  no  other  single 
volume,  touching  the  progress  of  education  in  its  earliest  stages  after 
the  revival  of  learning.  It  is  the  work  of  a  practical  teacher,  who 
supplements  his  sketches  of  famous  educationists  with  some  well- 
considered  observations,  that  deserve  the  attention  of  all  who  are  in- 
terested in  that  subject.  Beginning  with  Roger  Ascham,  it  gives  an 
account  of  the  lives  and  schemes  of  most  of  the  great  thinkers  and 
workers  in  the  educational  field,  down  to  Herbert  Spencer,  with  the 
addition  of  a  valuable  appendix  of  thoughts  and  suggestions  on  teach- 
ing. The  list  includes  the  names  of  Montaigne,  Ratich,  Milton,  Come- 
nius,  Locke,  Rousseau,  Basedow,  Pestalozzi,  and  Jacotot.  In  the 
lives  and  thoughts  of  these  eminent  men  is  presented  the  whole  phi- 
losophy  of  education,  as  developed  in  the  progress  of  modern  times. 

Contents :  1.  Schools  of  the  Jesuits;  2.  Aschara,  Montaigne,  Ratich, 
Milton;  3.  Comenius;  4.  Locke;  5.  Rousseau's  Emile;  6.  Basedow  and 
the  Philanthropin ;  7.  Pestalozzi ;  8.  Jacotot ;  9.  Herbert  Spencer ; 
10.  Thoughts  and  Suggestions  about  Teaching  Children ;  11.  Some  Re- 
marks about  Moral  and  Religious  Education  ;  12.  Appendix. 

Augsburg's  Easy  Things  to  Draw. 

By  D.  R.  Augsburg,  Director  of  Drawing  in  the  Keystone  Normal  School, 
Kutztown,  Pa.    Quarto,  durable  and  elegant  cardboard  cover,  80  pp., 
with  31  pages  of  plates,  containing  over  200  different  figures.    Price,  30 
cents;  to  teachers,  24  cents;  by  mail,  4  cents  extra. 
This  book  is  not  designed  to  present  a  system  of  drawing.    It  is  a 
collection  of  drawings  made  in  the  simplest  possible  way,  and  so  con- 
structed that  any  one  may  reproduce  them.    Its  design  is  to  furnish  a 
hand-book  containing  drawings,  as  would  be  needed  for  the  school- 
room for  object  lessons,  drawing  lessons,  busy  work.    This  collection 
may  be  used  in  connection  with  any  system  of  drawing,  as  it  contains 
examples  suitable  for  practice.    It  may  also  be  used  alone,  as  a  means 
of  learning  the  art  of  dravnng.    As  will  be  seen  from  the  above  the 
idea  of  this  book  is  new  and  novel.    Those  who  have  seen  it  are  de- 
lighted with  it  as  it  so  exactly  fills  a  want.    Our  list  of  Black-board 
Stencils  is  in  the  same  line. 

Graded  Examination  Questions. 

For  N.  Y.  State,  from  Sept.  '87  to  Sept.  "'89,  with  answers  complete.  First, 
Second,  and  Third  Grades.  Cloth,  12mo.  219  pp.  Price,  $1.00;  to 
teachers,  80  cents;  by  mail,  8  cents  extra. 

This  volume  contains  the  Uniform  Graded  Examination  Questions, 
issued  to  the  School  Commissioners  of  the  State  by  the  Dept.  of  Public 
Instruction,  commencing  Sept.  '87,  and  ending  Aug.  13  and  14, 1889. 
The  answers  are  also  given.  These  questions  have  been  adopted  by 
all  the  school  commissioners  of  the  State;  the  test  in  each  county  thus 
becomes  uniform.  These  questions  are  being  used  very  largely  in 
many  other  States,  that  pattern  after  New  York,  and  will  therefore  be 
of  far  more  than  local  interest.  Our  edition  is  the  best  in  arrange- 
ment, print,  binding,  and  has  an  excellent  contents  and  index. 


YB  35019/^ 


H577006 


LB1051 
A52 
1891 
Educ . 
Lib. 


